A Study of Collaborative Learning Strategies’ Effectiveness in Mastering Arabic Language Among Students in Higher Education

A Study of Collaborative Learning Strategies’ Effectiveness in Mastering Arabic Language among Students in Higher Education

Abd Rahman bin Jamaan^*

Academy of Language Studies, University Technology MARA, 85000 Segamat, Johor, MALAYSIA

*Corresponding Author

DOI: https://dx.doi.org/10.47772/IJRISS.2025.9010152

Received: 31 December 2024; Accepted: 04 January 2025; Published: 08 February 2025

ABSTRACT

The study aims to examine how student engagement with the course content, activities, and peer interactions is associated with the use of collaborative learning approaches for enhancing oral and written communication. The study applied quantitative method to analyze data based on language proficiency scores of the learners in addition to survey responses retrieved from the students. The study shows that collaborative learning activities lead to increased student engagement and thus improved language learning. Students indicated that group work offered them a chance for peer contact, reduced language pressure, and a positive learning atmosphere. Nevertheless, certain difficulties, including students’ diverse language skills in groups, were also discussed. Therefore, this study realize that the integration of collaborative learning to the language curricula could enhance the achievements of the Arabic language students. Suggestions for educators are to create tasks that require engagement, increase motivation, and provide students with a sense of belonging. Additional studies are advised to focus on the part played by external factors and the extended impacts of collaborative learning on language learning.

Keywords: Collaborative Learning, Arabic Language Proficiency, Student Engagement, Language Skills

INTRODUCTION

As an academic discipline, the teaching of the Arabic language goes beyond mere language learning; it opens doors to cross-cultural appreciation and achievement in various parts of the world. Nevertheless, such approaches are not particularly helpful in managing the current generation of learners’ variable requirements, which results in low motivation and achievement levels. This study describes collaborative learning as a radical form of learning that involves the development of relationships between students and between students and the content. Through exploring this new approach this study challenges the current frameworks of language learning and suggests new directions for Arabic language teaching and learning at the university level.

The command of the Arabic language is a crucial learning tool for students across numerous fields of study, especially for those learning in countries where Arabic is the main language. Arabic is the Semitic language which occupies an important place in cultural and historical development of people, and it is the official language of more than twenty countries, so it is necessary to learn it to be able to communicate effectively, understand culture and achieve academic success. Nevertheless, students encounter major difficulties in attaining the desired level of language proficiency particularly in the university level when they have increased academic workload (Daud & Ghani, 2017).

Collaborative learning (CL) is a model of teaching and learning in which learners are organized into small learning teams to achieve specific learning outcomes. It has been proved to enhance the teaching of contents as well as social and cognitive abilities among learners (Eka Rizki Amalia, 2018). The purpose of this study is to identify the extent to which collaborative learning strategies help learners in the mastery of Arabic language in the university and the relationship between the strategies and the learning achievement and engagement of the students. The research questions of interest are centered on the effects of collaborative learning on language learning and its ability to improve the students’ Arabic language performance.

A. Significance of Topic

Arabic language is rich with cultural, historical, and educational values since it is spoken in more than twenty countries. Arabic language is not only essential for communication but also for appreciation of culture and academic achievement especially for students in Arab countries. However, many students struggle with learning Arabic especially at the university level because the academic pressure is much higher. Collaborative Learning (CL) is a form of teaching that has been found to be useful in encouraging student engagement, peer communication, and group- problem solving (Al-Huri, 2016). Cooperative learning is defined as learning realized in groups with the help of which students solve certain tasks to attain certain learning objectives, which can positively influence cognitive, social, and academic development. When implemented effectively, CL strategies may also resolve the issues that hinder students from acquiring language proficiency in Arabic (Silva et al., 2021). However, future research should be conducted to establish the extent at which collaborative learning strategies enhance the learning of Arabic language among university students.

It has been observed that in countries where the medium of instruction is Arabic, language proficiency in Arabic is mandatory for the students. Nevertheless, the majority of university students fail to attain the desired level of fluency as a result of the growing academic pressure and conventional learning approaches that do not embrace engagement. These challenges can affect learning, interpersonal relationship and cultural appreciation (Mohd et al., 2019). The solving of the problem by means of student interaction, activity, and group work can be suggested as cooperative learning strategies. It is true that collaborative learning has been proven positively in improving the learning in various subjects (Eka Rizki Amalia, 2018), however the gap here is how this learning strategy does enhance the learning of the Arabic language and increase the student’s engagement at university. Further studies are needed to determine whether or not basing the learning on collaborative learning strategies and whether or not the student participates in these strategies will result in higher language achievements in Arabic.

This study is useful in learning how collaborative learning strategies contribute to enhancing Arabic language skills of university students. This study stresses the importance of understanding how these strategies come to be about learning from or in language. The study gives recommendations on how educators can improve teaching techniques and how they can also raise learner motivation. The results of this study can be useful for designing more engaging and productive curricula that promote collaboration and participation, which are important issues in the learning of Arabic by students. Furthermore, the study fills the gap in the literature by concentrating on Arabic language education and by thus enhancing the understanding of the effectiveness of collaborative learning on language learning. This research aims at changing the perception and practice of collaborative learning in Arabic language learning. The goals of the objectives are to link theory with practice and to show the direct relationship between group work, peer interaction, and language learning. Moreover, the study aims at offering a basis for teachers to develop curricula that goes beyond the confines of the language to help build communities of learners who are not only enthusiastic about learning but also successful in their academic endeavors.

B. Research Objectives

The primary objectives of this research are:

1. To examine the relationship between collaborative learning strategies and Arabic language proficiency.
2. To investigate the relationship between student engagement in collaborative learning and their Arabic language proficiency.

C. Research Hypothesis

1. Alternate Hypothesis – H₁:

There is a significant positive relationship between the use of collaborative learning strategies and Arabic     language proficiency among university students.

Null Hypothesis (H₀1):

There is no significant relationship between the use of collaborative learning strategies and Arabic language proficiency among university students.

2. Alternate Hypothesis – H₂:

There is a significant positive relationship between student engagement in collaborative learning and their Arabic language proficiency.

Null Hypothesis (H₀2):

There is no significant relationship between student engagement in collaborative learning and Arabic language proficiency.

LITERATURE REVIEW

A. Collaborative Learning Strategies in Improving Arabic Language Proficiency

The strategies for group mechanization have also received considerable appreciation as ideal training methodologies that promote language development. These strategies encourage peer communication as well as group discussion enabling the learners to use the language actively as they comprehended and constructed meaning there from (Salma, 2020). Studies show that students who are trained in collaboration show improved vocabulary and grammatical and speaking abilities than those exposed to traditional training models (Almelhes, 2024). The aspect of collaboration makes the learning process fluid, and thus offers the subject a real-life practical application, expounding its usage among the learners.

Undoubtedly, one of the fundamentals that collaborative learning has provided for Arabic language acquisition is that it is not only compatible with the socio constructivist theoretical framework, but is in fact consistent with the Zone of Proximal Development. The theory of zone of proximal development suggests that for learners to attain higher level of learning, the need can be facilitated by peers or teachers. Students facilitate learning when they help other learners clarify ideas, respond to the content of other group members’ utterances, and demonstrate proper usage of language. Such peer assisted learning environments, help to lower the stress often found in learning languages and thus the students are willing to risk in language production.

Nevertheless, the above benefits evident from the current literature still lack adequate samples from diverse and diverse population backgrounds. Most investigations are carried out in single site, which decreases the reliability of the obtained results. For example, Almelhes (2024) compared the effects of collaborative learning on Arabic language proficiency within a single institution that might in turn limit generalization of his/her findings to other forms of education. The idea presented in the study should be followed up in subsequent research with samples from more than one institution to offer a snapshot of the diverse academic learning environment and its populace. The lack of cross-institutional studies undercuts the argument of cross-institutional collaborative learning improving Arabic language learners. In this way, at different teaching institutions, researchers can reach better conclusions about sharing as to its effectiveness due to disparities in teaching approaches, curricula and cohort composition.

However, the many studies that have been done on collaborative learning do not factor in the impact that socio-cultural aspects have on language learning. Arabic language learners are multilingual, and their preliminary experiences with collaborative learning differ greatly. As the teaching process in some cultures is focused on the teacher, language instruction remains predominantly teacher directed and it is difficult for students to shift to peer assisted learning. Future research in regard to the implementation of group learning should focus on the attitudes of socio-cultural factors towards learning. Comparing and contrasting the collaborative learning strategies for learners from different cultural background would have been useful in understanding the applicability of the collaborative approach in a number of learning structures.

Evidence of maternal reports relied on within many cross-sectional investigations challenges reliability and validity measures. English learners’ perceptions of the learning experiences indeed offer insights which even though subjective, cannot be directly correlated with language development. For example, An and Hien (2024) and Salih (2022), most of these sources mainly rely on surveys or self-assessment questionnaires, which are universal and are likely to give a biased and varying set of results due to individual differences. The self-reporting gives student confidence scores rather than scores of increased actual mastery of what has been taught and therefore conclusions about the collaborative learning are not accurate.

To overcome this limitation, the relevance of employing criterion measures like standard Arabic language tests would enormously strengthen research results. Standardized tests give actual numbers that indicate the improvement in language faculties, which in turn help the researcher to understand the progress made in shorter periods (Vygotsky, 1978). This is because tests like the Arabic Language Proficiency Test or the Common European Framework of Reference for Languages are probably as good as it gets when it comes to proving one’s linguistic ability, objective results can be provided to measure the effectiveness of collaborative learning in improving language level free from students own bias.

Further, development of technology presents new means of testing language proficiency in a fair way. Examples of such applications include Automatic Speech Recognition (ASR) software that can transcribe students’ spoken and written Arabic and provide Natural Language Processing (NLP) models to analyze those samples for assessment of the students’ progress (Smith & Jones, 2015). These technologies permit immediate response from the learner in case of an error in order to correct it. Thus, it is recommended that future studies investigate how implementing technology into cooperative learning spaces improves the learning of Arabic.

Besides the assessment methods, the structure of the collaborative learning activity seems to be rather important. It means that just forming students into the groups does not guarantee their effective learning; sequential approaches need to be employed such as the Task-Based Learning (TBL) and the frameworks of the cooperative learning (Johnson, Johnson, & Holubec, 2008). TBL entails making students to perform meaningful activities that require them to use language appropriately. There is evidence on the fact that compared to other conventional memorization procedures, cooperative task-related activities prove far fruitful in terms of language acquisition and usage. Also, the integration of cooperative learning models is purely proactive whereby students are helped to assume personal responsibility for their learning, in addition to making them more interdependent and accountable when using techniques like the Jigsaw and the Think-Pair-Share learning models.

That is why one of the most important directions for further investigations is the prolonged effect of students’ collaboration while working in teams on the improvement of the Arabic language skills. To some extent, most extant examinations are limited to immediate results meaning the gains realized in one or a number of credit successful attempts immediately a term or the school calendar year. But language is acquired not only in the classroom but is a lifelong process after school, college or university (Swain, 1985). The studies that follow the students for consecutive years would in fact, give more understanding of the overall effectiveness of group projects. Such research could be done to establish whether collaborative learning enhances lifelong language skills or whether such proficiency declines with time in absence of practice.

In the last place, pedagogy is a suitable area where collaborative learning should be included in Arabic language curricula should explore from an institutional point of view. In teachers’ level, they can choose collaboration for themselves and their students, but in order to be systematized, collaborative learning needs schools’ support, professors’ training, and curriculum change (Johnson & Johnson, 2009). This paper suggests that policymakers and educational institutions should consider the use of collaborative learning as a mainstream approach in Arabic learning. Teacher training workshops, production of resources and effective cooperation between institutions can help shape lasting environments which will enhance the success rate of students.

Consequently, there is substantial scope for enhancing Attention-based Language Embedding Model (ALEM) performance through collaborative learning strategies, yet there are evidentiary deficits in the literature. This article also shows a problem of insufficiently diverse sample populations, reliance on self-reported data, and lack of emphasis on long-term results containing the potential for limiting a deeper understanding of how truly effective collaborative learning can be (Ellis, 2003). Extending the investigations to several facilities, introducing the tests of objective achievements, and studying the utilization of technology and systematic approaches will be indispensable to create evidence-supported approaches to the teaching-learning process. Filling these gaps will help educators establish positive and efficient learning environments within which the students will be encouraged to achieve the learning outcomes in Arabic meaningfully through collaboration.

B. Students’ Perceptions of Collaborative Learning Strategies for Mastering the Arabic Language

It was also found that students’ impression of collaborative learning strategies is vital to its success. Perceived attitudes towards group work and peer interaction result to enhanced motivation and participation; therefore enhancing language acquisition and usage (Lu & Smiles, 2022). In learning Arabic language, students generally seem to testify that although challenged by language barriers, the problem is solved, comprehension section is eased and tensions resulting from having to speak the language reduced through group work. This encouraged interaction among learner’s results to the psychological comfort among student resulting to active participation and confidence in use of the language.

Nevertheless, there are some concerns that need to be addressed in order to achieve effective application of collaborative learning. It is important to understand that second language learners may be formed in groups with a wide range of second language proficiency level. Makewa et al. (2014) point out those slow learners may find it very difficult to cope with other students, resulting to frustration and hence; dropout. On the other hand, the high level of skill learners may feel overwhelmed by the challenge of helping the low level ones and thus limit their own learning. This imbalance blurs the traditional rationale where collaborative learning is considered advantageous to all students.

They also found out that to enhance collaborative learning and reduce the sources of stratification, structured grouping and the instructor’s roles should be enhanced. According to a study, students grouping according to their achievement levels as a mix group arrangement are effective if well administered. Teachers have to moderate, help, check and ensure that each member of the group engages and contributes equally. Also, the strategy of peer mentoring, in which it is shown how learners can help others continue their learning without losing their own progress is helpful in balancing learning.

One major area that is still under researched in the literature includes the implications arising from cultural and context differences on students’ conceptions of collaborative learning. Arabic language learners make up a diverse group of students in terms of their prior linguistic experience as well as their past experiences participating in collaborative approaches to learning (Hofstede, 2001). In most academic settings, teacher-directed approach is still common, and learners struggle to shift to the collaborative learning environment. More studies should be conducted to see how attitudes to group learning affect the society and hence the learners.

For instance, the systems where collectivist culture is dominant, that is, the education system that admires communal learning the students exhibit the positive attitude towards the collaborative gains (Triandis, 1995). However, in educational environments that are characterized by the competition for individual results, the task may be regarded by students not only as a potential threat to personal victory but also as an obstacle to achieving success. Lack of consideration of these cultural facts by the existing literature poses a great threat of making future research on collaborative learning with various learners more superficial. A systematic approach that incorporates culture will enhance the effectiveness of team approaches in delivering collaborative structures in various learning organizations.

Additionally, gender relations within Arabic teaching-learning context, are also considered to influence students’ perceptions. Research shows that social and cultural differences require boy and girl students to respond differently during collaborative learning activities; For example, in certain religious settings, female students may avoid using their male counter parts in during group discussions, which influences students’ language use (Al-Harthi, 2014). Future studies should examine these gender-related obstacles to understanding how best to promote or enhance collaborative learning processes in a gender sensitive manner.

On the cultural and social aspect, there is extending interest on the perspective that Digital technology has on the perception that students have on collaborative learning. As for the students, due to COVID crisis and the increase of online classes many of the traditional interaction tools, including the discussion forum, language exchange platforms, or video communication applications change the approach to interaction (Adedoyin & Soykan, 2020). Research indicates that technology-mediated collaboration reduces some of the conventional pitfalls of group learning including temporal and spatial restrictions. Use of collaboration technology present varies from one student to another since the technology depends with the student’s ability to use technology instruments. New issues associated with differentiation in the accessibility of fast internet connections, reliable technology tools and knowledge of effective use of asynchronous technologies may further complicate effective implementation of collaborative learning approaches (Bond et al., 2021).

Moreover, approaches to the assessment of the results of collaborative learning stay as one of the topics needing more research. A number of concerns have been raised by most students regarding the equality of group projects primarily based on lack of identification of individual effort. Learners’ distrust arises from the concern that their group’s collective performance will pull down their individual academic performance, thus developing animosity and demotivation (Le et al., 2018). With reference to this problem, educators should take some steps and adopt the assessment models that take into account the students’ personal responsibility coupled with group performance. Self and peer assessment practices have been distinguished for improving objective and promoting engagement by students. Including self-reflective activities may also assist students in identifying their personal development patterns within collaborative learning environments.

In the same respect while many studies have focused on the effectiveness of students’ collaborative learning to enhance students’ interest in learning the target language, there is a dearth in literature about its effect on long term retention. Specifically, short term effects include the assertion that students feel more confident, their communication skills are enhanced through conducted group tasks (Slavin, 2014). However, these findings should be supported by long term effects hence further research is essential. Identifying the lifelong implications of collaborative learning on language achievement will be crucial for the language curriculum planners and designers.

The results pointed out the importance of instructors’ training and development regarding collaborative learning perceptions of students. The problem is that few teachers receive professional training in how to implement the more common structuring approach to group work, which can be quite poor. The training graduates should involve preparation for teachers on how to effectively handle group dynamics and how to give feedback in the classroom as well as preparations that promote diversity. The results have shown that where instructors are well prepared for the task, students are likely to have positive attitude towards the collaborative learning.

Last but not the least, considering the findings, it can be concluded that student understanding of collaborative learning is quite positive in context to Arabic language acquisition but certain difficulties which should be reached in order to enhance the efficiency of the strategy have been identified. This paper has emphasized that contextual factors such as difference in achievement levels, cultural background, gender, access to technology, assessment practices, and trainer readiness all go a long way in determining how students under learning collaboration experience it. It is recommended that future studies embrace these factors as a conceptual framework so that the collaborative learning practices are well fitted for all learners of Arabic language. These challenges if well addressed assists educators in designing effective and good learning environments that fosters student ownership and improves students’ language abilities.

C. Relationship between Student Engagement in Collaborative Learning and Arabic Language Proficiency

It may therefore be inferred that engagement is a key that defines the success of language learning. Research shows that such students are more compliant than their passive counterparts in collaborative tasks, more confident, and possess better linguistic abilities (Fuertes et al., 2023). The argument that collaborative learning promotes deep cognitive process hence enhancing understanding and proper utilization of language concept is well backed by Research by Bhandari (2022) Learners who are engaged are likely to develop risks when speaking in another language, ask for assistance and other learners and will be able to correct their mistakes. Not only does active involvement advance their process but also, it improves every aspect of their learning and adaptability in the language classrooms.

Some of the studies done have failed to capture external variables and most of them have a directly proportional relationship between engagement and language proficiency. For example, Harianingsih and Jusoh (2022) posit that the amount of group discussions results to enhancement in Arabic, but unfortunately, result does not consider factors like student engagement, prior knowledge, or contact with Arabic, other than in classroom. Furthermore, the key potential sources of variability, including socio-economic context, learning materials, etc., as well as technological means, can define the levels of effective engagement and, as a result, proficiency. Subsequent researches should assume a more complex research paradigm which involves a combination of both qualitative and quantitative data collection and analysis. A more balanced approach would record cycles of activity alongside contextual and system factors, which in turn would further the understanding of how collaborative learning aids acquisition of Arabic language.

The second significant research deficit is the complete absence of studies on the uses of engagement in facilitating collaborative learning in the digital environment. In the recent past with advancement in technology, students are can easily get connected to fellow students through the internet through uses of forums, virtual classes, and language exchange. Available research indicates that digital collaboration increases engagement as the platform affords learners more contacts with peers and native speakers. There are always differences in understanding technology and how to use it so that can bring inequalities in learning and development of language proficiency. Further studies should investigate the role of the digital devices to students’ participation and whether they cause positive differences in the input for acquiring an Arabic language.

Furthermore, the present literature is also found lacking on the consequences of learning collaboratively especially in the long run. However, the vast majority of studies are short-term only and little is still known about whether the positive effects of collaborative learning will be evident in the long term. There is lack of information on the authors’ work, it raises some concerns regarding to the fact whether tested students retain their enhanced proficiency level outside of their classroom. Future qualitative research which looks at students’ progress over years would be useful in establishing the sustainability of collaborative learning strategies. This would also serve to determine if the student applies collaborative strategies in individual, learning and professional practice, consistent development of language skills.

Additionally, one of the weaknesses in evaluating increased engagement with foreign language communication on the subject’s language proficiency is the use of questionnaires. Most of the used research adopt self-reported questionnaires to capture the students’ level of engagement and self-reported gains, which may not capture language learning outcome truthfully. This is because the study would benefit from techniques that ensure that the proficiency levels adopted for the language are from the standard that achieves the Arabic Language Proficiency Test (ALPT) or Common European Framework of Reference for Languages (CEFR). Using objective measurements the advancement of language can be gauged and this offer’s educators a mode to determine the impact of collaborative learning techniques.

Although this study finds the existing literature is in support that collaborative learning strategies are beneficial to Arabic language learner, the research questions remain unanswered in large part. A number of limitations of the studies exist, including restricted sample representation; use of self- report measures; and scant efforts to address contextual factors limit the conclusion’s generalization and validity. Engaging more institutions, including a standard proficiency test, and the longitudinal study can increase the external validity of the presented results and better show how collaborative learning affected the Arabic language learning. Closing these gaps will be important for the creation of the knowledge base of pedagogy aimed at stimulation of the student performance. Future research studies can help put into practice enhanced research approaches and uncover expanded perspectives in relation to student learning Hence can assist in achieving the proposed longer-term Arabic language learning and communication; essentials for learners.

Theoretical Framework

The foundation of this research is established on Vygotsky’s sociocultural theory that underscore the importance of social processes in cognitive development and learning. According to Vygotsky, learning cannot take place without the assistance of peers, teachers, and other tools that belong to the culture, therefore collaborative learning is an appropriate approach in language teaching (Gajdamaschko, 2011). Regarding Arabic language proficiency, collaboration learning helps students in their Zone of Proximal Development (ZPD) in which they can accomplish more when they work in groups than when they work alone. This framework emphasizes the role of social interaction, supports, and dialogic interaction in learning the target language structures. Secondly, Bandura’s Social Learning Theory is in agreement with the concept that students learn through observing, imitating, and mimicking of peers in groups, hence promoting language learning through interaction and example (Nabavi & Bijandi, 2012).

Conceptual Framework

The theoretical model of this study presents the potential interconnections between collaborative learning strategies, student engagement, and Arabic language efficiency.

1. Independent Variable (IV):

Collaborative Learning Strategies (IV):

These are the factors or teaching methods (for instance, peer contacts, group activities and cooperative learning strategies) that are either controlled or observed in the study to determine their effects on language acquisition.

Student Engagement (IV):

Student engagement refers to the extent of a student’s active participation in the learning process.

2. Dependent Variable (DV):

Arabic Language Proficiency (DV):

This is the dependent variable that the research will seek to establish or predict. It can be defined as the proficiency in the Arabic language which may be in terms of vocabulary, grammar, oral, written and comprehension.

Figure 1. Conceptual Framework

METHOD

A. Research Methodology

In this study, the methodology used is sound to enhance reliability, relevance, and replicability. Positivist research philosophy and stratified random sampling techniques have been used in the study to give a more detailed analysis of the effects of collaborative learning. Thus, the approach is a clear indication of the potential for producing practical and useful findings, including engagement rates and language proficiency.

B. Research Philosophy

The positivist research philosophy is used to conduct the research on factual, quantifiable and empirical data analysis. Collaborative learning approaches can be assessed by using applicative usage of positivism to determine if they work efficiently and to get quantified results in the Arabic language learning which can be transformed into structured data (Maksimović & Evtimov, 2023). That approach keeps the research logical, impartial and reproducible, and enables application of the results to other educational settings.

C. Research Design and Theme

The study used a quantitative approach to collect data on the usefulness of collaboration techniques. The design allowed the use of questionnaires and statistical tools in data collection as a way of comparing and analyzing different variables (Kabir, 2016). The area of interest of the research was “The effectiveness of collaborative learning for improving Arabic Language skills.” This provided a theme in the study to understand how collaborative learning affected students’ engagement, perception, and language development. The findings of the research underscored the potential of collaborative learning as a tool for enhancing the learning of the Arabic language. Moreover, it provided a concept of development showing how students became more confident and capable through group work. This combined methodology provided the necessary quantitative credibility with the richness of qualitative analysis in a way that was useful to both academic and practicing audiences interested in improving their teaching techniques.

D. Population and Sampling

The research was based on a population of 900 university students from several universities in Malaysia: Universiti Teknologi MARA (UiTM), Universiti Islam Antarabangsa Malaysia (UIAM), Universiti Putra Malaysia (UPM), and Universiti Kebangsaan Malaysia (UKM). The sample comprised 300 participants from UiTM, 200 from UIAM, 200 from UPM and 200 from UKM. The gender distribution was balanced, there were equal number of female and male students in these institutions. The age of the participants ranged from 18 to 20 years, with the largest group being 18 years old, followed by 19 and 20 years old. The students were at various academic levels: Year 1, Year 2, and Year 3.

Therefore, to increase the generalizability of the research findings, this expanded sample targeted participants from several institutions with differing curricula, teaching practices, and student demographics. By using this broader sampling approach, this study provides a more representative understanding of how collaborative learning strategies affect Arabic language proficiency in different academic settings. The study broadens the scope of educational contexts in which the subject matter was studied, thereby increasing the reliability and applicability of the conclusions, enabling educators and policymakers to gain a better understanding of and respond more effectively to the challenges and potential of Arabic language acquisition.

E. Data Collection

Questionnaire consisted of three sections, and it is the main data collection instrument for this study to meet the research questions concerning students’ Arabic language competence, their attitude towards the collaborative learning strategy, and their level of activity in the collaborative learning. The questions were closed ended and they have been evaluated by using 5 points Likert scale (5 point ordinal scale organised from ‘strongly disagree’ to ‘strongly agree’ in 5 levels i.e, 1 to 5). Additionally, demographic part of the questionnaire asked about the participant’s gender, level of study, and previous experiences in learning the Arabic language, which provided the context to the data collected (Khalifeh et al., 2022).

This study used self-reported measures via questionnaires as the primary means of data collection. Although these measures offered useful information about how students perceive and experience language, there is the risk that biased overestimation or underestimation of language proficiency may occur. In order to boost reliability and validity of the study, future research should include standardized tests of language proficiency (for example, Arabic Language Proficiency Test (ALPT) or Common European Framework of Reference for Languages (CEFR)). The use of these objective measures would supplement self-reported data with quantitive and comparable results which would accurately reflect the participants’ language abilities. Standardized tests would help standardize benchmarking across studies, and improve the methodological rigor and thus conclusion strength of the studies.

The standardized tests have their advantages. It first guarantees objectivity in measuring language proficiency by minimizing the subjectivity in self reported assessments. The problem is that self reports rely on participants’ perceptions and those perceptions can differ widely depending on their level of confidence or how they interpret their language skills. Although standardized tests construct a framework built around the most basic competencies, like vocabulary, grammar, reading, writing, and speaking. Such tests are intended to provide consistent and reliable results, providing a straightforward picture of language proficiency in different learner groups.

Secondly, standardized language tests allow us to compare studies and institutions across the board. Through using widely used benchmarks such as CEFR, researchers can correspond their results with world standards, which means that their results are locally relevant as well as internationally comparable. This alignment also increases the credibility of the study and enables policymakers and educators to learn lessons that are transferrable in other educational settings. For instance, if students studying at different institutions prove similar proficiency levels on standardized tests then it authenticates the collaborative learning strategy as a general approach to language learning.

Additionally, objective measures allow us to integrate them into the whole data analysis process. Standardized test quantitative results can be triangulated with qualitative information such as student feedback and engagement levels to give a whole picture of learning. This mixed methods approach allows researchers to find patterns and correlations which might otherwise escape attention. For example, we can see if students that perform well on standardized tests also report having greater satisfaction with collaborative learning activities linking language outcomes to the pedagogical strategies.

Furthermore, standardized tests also resolve the problem of replicability. By taking these testing protocols into future studies to validate these findings, the methodological foundation is established for similar research involving collaborative learning and language proficiency. The consistency in this also enhances the reliability of single studies and leads to robust collections of evidence which can be used to form the base of the best practices in language education.

Most importantly, the study’s design was improved by the addition of standardized language proficiency tests into the data collection methods. These tests add to self-reported measures to provide objective, reliable and comparable data that increases the study’s validity and generalizability. Standardized tests align research results with known benchmarks and enable cross institution comparisons that make the results credible and actionable. This methodological improvement would greatly improve the study of collaborative learning and language acquisition, and would be broadly applicable for educators, researchers, and policy makers who want to enhance Arabic language instruction.

F. Data Analysis Techniques

The Statistical Package for Social Sciences (SPSS) was used to examine the data using descriptive and inferential analysis. This is software that gives a complete framework to analyze the data collected through questionnaires. Frequencies and percentages were used to summarize demographic information to provide a clear picture of participants’ gender, age, academic level, and prior Arabic language learning experience. Responses to each questionnaire item were analyzed using measures of central tendency, means and standard deviations (Cooksey, 2020). These statistical tools allowed for the detection of trends and variations that are distributed through the dataset and can help form an initial understanding of the students’ perceptions and experiences.

The correlation analysis was used to evaluate the relationship between the level of student engagement in collaborative learning and the students’ proficiency in an Arabic language. This method identified the strength and direction of the associations between variables, and found that several such associations were significant and positive and supported the hypotheses of this study. For example, there were indications that students who participated more actively in collaborative learning demonstrated greater language proficiency, as measured in greater vocabulary, better grammar and improved writing. These findings also reinforce engagement as a powerful contributor in learners’ language acquisition.

The data analysis process also included reliability analysis. The internal consistency of the questionnaire items was determined by calculating one Cronbach’s Alpha coefficient. The instrument was validated as being a robust tool for measuring the constructs related to collaborative learning and language proficiency with a high reliability score. This was one way to make sure that data was subjectively checked and related to the experience of participant, further enhancing the credibility of this study. The hypotheses of the study were tested with the use of inferential statistical methods in addition to these analyses. Through conducting two correlation analyses and two reliability analyses, the study presented statistically significant relationships between collaborative learning strategies, student engagement, and Arabic language proficiency. Empirical evidence was provided that collaborative learning approaches enhance language skills in university students.

SPSS use provided for a rigorous, systematic analysis from which the researchers could extract significant meaningful results. Descriptive statistics, reliability analysis, and correlation testing were integrated to offer a multi-dimensional view of the effectiveness of the collaborative learning strategies. Moreover, this comprehensive approach not only answered the research questions but also demonstrated the opportunity of collaborative learning as a transformative instrument for language education. Consequently, these analytical methods can be a blueprint for future studies of similar educational interventions.

G. Ethical Considerations

The principles of ethical practice were considered and the following measures were taken during the course of the study. Purposive sampling was used whereby contributors were informed about the purpose of the research and asked to participate. Data collected were anonymous to ensure privacy and the information collected was only for the purposes of research. In addition, the participants were free to withdraw from the study at any given time with no consequences (Kang & Hwang, 2023). Such ethical aspects were useful in ensuring that the rights and privacy of the participants were well observed during the study.

RESULTS AND DISCUSSION

A. Data Analysis

Table 1 demonstrates demographic data of the 900 university students from various institutions in Malaysia who participated in the study. There was an even male to female distribution of students. The participants were between 18 and 20 years old; the majority were 18 years old.

Table 1. Demographic Data

Participants involved in the study were from Universiti Teknologi MARA (UiTM), Universiti Islam Antarabangsa Malaysia (UIAM), Universiti Putra Malaysia (UPM) and Universiti Kebangsaan Malaysia (UKM), with 300, 200, 200 and 200 students respectively. The gender distribution was 50.0% (450) female students and 50.0% (450) male students. The participants consisted of 441 students (49.0%) aged 18 years, 297 students (33.0%) aged 19 years, and 162 students (18.0%) aged 20 years. Students were divided into three academic levels, with 185 students (20.6%) in Year 1, 288 students (32.0%) in Year 2, and 427 students (47.4%) in Year 3. As for previous Arabic learning experience, 52.4% (n = 472) had and 47.6% (n = 428) had not. The comprehensive demographic data featured here enable the study to pursue its goal of examining the effect of collaborative learning techniques on Arabic language proficiency in various educational contexts.

B. Descriptive Statistics

Table 2. Descriptive Statistics

Descriptive analysis is done on the perceptions of 900 university students in Malaysia towards the effect of collaborative learning strategies on their proficiency in the Arabic language. Overall, the findings show generally positive attitudes towards collaborative learning, with mean scores across the 15 questionnaire items ranging from 3.75 to 4.32. With standard deviations ranging from 0.689 to 1.042, there’s some obvious variability between individual experiences, and this would undoubtedly be due to differences between learning environments and commitment to the ‘immersive experience’ by individual learners.

Students thought that Arabic vocabulary had been improved through collaborative activities (4.32, SD = 0.732), so we had recorded the highest mean score. For example, the statement “I review my group’s work to determine they understand the Arabic material” was also scored at Mean = 4.30 (SD = 0.764), implying that peer-based review leads to greater depth of understanding of Arabic content.

The other high scoring items are “I contribute ideas during collaborative Arabic learning activities” and “I stay focused during collaborative Arabic learning sessions” with a mean of 4.25 (SD = 0.742). Based off of these findings, students share that they feel they are engaged and feel valued during Group tasks, which may potentially result in improved learning expenditures. However, collaborative efforts have not yet translated into the highest mean score for “I can write Arabic sentences with minimal errors” (3.75, SD = 1.042), the lowest mean score, which indicates that writing is still a challenging area for many students. The group activities employed in these students’ instruction may, therefore, not be as effective in developing writing accuracy as previous studies have suggested, and may indicate the need for additional, targeted interventions to improve these students’ writing accuracy. The results show that collaborative learning strategies can enhance Arabic language skills, particularly with regard to the vocabulary, comprehension and active participation. Nonetheless, some additional mean might be needed to fortify flourish in written, guaranteeing first class advancement for all language aptitudes.

C. Reliability Analysis

Table 3. Reliability Analysis

The dataset responses from 900 university students was then subjected to reliability analysis, where the Cronbach’s Alpha of the 15-item questionnaire was 0.976. The high value of this measure shows excellent internal consistency which means that the questionnaire reliably measures the constructs of collaborative learning strategies and Arabic language proficiency. The Cronbach’s Alpha analysis increases with sample size, which in its own right can naturally increase variability. Nevertheless, the Alpha value is considerably higher than the generally accepted threshold of 0.70, indicating that the instrument is a reliable measure of students’ perceptions and experiences. The strong reliability of the questionnaire demonstrates that the questionnaire measures consistent responses from a variety of participants and thus ensures that the questionnaire is suitable for use in studying the impact of collaborative learning strategies on Arabic language acquisition.

D. Hypothesis 1: “There is a significant positive relationship between the use of collaborative learning strategies and Arabic language proficiency among university students”

Table 4. Use of Collaborative Learning Strategies and Arabic Language Proficiency Among University Students

Note: Correlation is significant at the 0.01 level (2-tailed)

The reflection resulting from correlation analysis confirms Hypothesis 1; there is a significant positive correlation between the use of the collaborative learning strategies and Arabic language proficiency for the 900 university students. A correlation coefficient of 0.902 (p < 0.01) confirms a strong and statistically significant relationship that indicates that collaborative learning has a positive effect on Arabic Arabic language achievement.

The key variables in the questionnaire have strong associations. For instance, Q1 (I enjoy working with my peers in collaborative Arabic activities) has strong correlations with Q4 (I work well with my group during collaborative tasks), 0.902; Q15 (I feel more confident learning Arabic through group work), 0.902; and Q13 (I have learned more words in Arabic than I have experienced in the past through the collaborative activities), 0.889. Q11 (I can write Arabic sentences with minimal errors) has the same robust correlations with Q15 at 0.932 and Q13 at 0.897.

The results indicate that engagement in collaborative learning activities links with better proficiency across different dimensions of the Arabic language—vocabulary, writing, and confidence in learning. Further, the overall correlations, from 0.395 to 0.949, suggest that collaborative strategies have a positive influence on multiple dimensions of language learning. These findings are also strengthened by the statistically significant p value (p = 0.000). As it can be clearly seen, students who see the collaborative learning strategies in a positive way are more prone to achieve higher success in their Arabic language study. This is testimony to the effectiveness of such strategies in promoting all round language development.

E. Hypothesis 2: “There is a significant positive relationship between student engagement in collaborative learning and their Arabic language proficiency”

Table 5. Student Engagement in Collaborative Learning and Their Arabic Language Proficiency

Note: Correlation is significant at the 0.01 level (2-tailed)

The correlation analysis of Hypothesis 2 also confirms a significant positive relationship between student engagement in collaborative learning activities (Q6–Q10) and Arabic language proficiency (Q11–Q15). A strong and statistically significant association between active student participation in collaborative learning contexts and Arabic language skills is indicated by a correlation coefficient of 0.882 (p < 0.01). This relationship is further reinforced by the coefficients between specific engagement related and proficiency related variables. For example, Q7 (I give my ideas in the collaborative Arabic learning activities) and Q9 (I maintain focus in the collaborative Arabic learning activities) have the strongest correlation (0.872). Q11 (I can write Arabic sentences with minimal errors) and Q15 (I feel more confident learning Arabic through group work) have a robust correlation of 0.928, as do Q13 (My Arabic vocabulary has improved through collaborative activities) and Q15 (I feel more confident learning Arabic through group work) which have the highest correlation of 0.952.

The evidence shows students will achieve more in Arabic vocabulary acquisition, writing, and confidence building if they are more involved in collaborative learning activities. The range of correlations (from 0.640 to 0.952) indicates that student engagement is always positively correlated with language development. The results of all correlations were validated by statistical significance (p = 0.000), highlighting the importance of facilitating engagement in collaborative learning environments in order to support successful language acquisition. The design of the interactive group learning activity to promote active participation in enhancing the language competencies is stressed.

DISCUSSION

This study with 900 university students from multiple institutions in Malaysia found that the findings are significant to the understanding of the relationship between collaborative learning strategies, student engagement, and Arabic language proficiency. The data consistently show that collaboration learning activities and student engagement are positively and significantly related to Arabic language skills.

The results from correlation analysis for Hypothesis 1 show that collaborative learning strategies are strongly positively related to Arabic language proficiency with a correlation coefficient of 0.897 (p < 0.01). Thus, the potential of collaborative methods (group discussions, peer feedback, pair work) in promoting language ability can be reinforced. The fact that items such as Q1 (I enjoy working with peers in collaborative Arabic activities) and Q13 (My Arabic vocabulary has improved through collaborative activities) have high correlation values shows that cooperative tasks help vocabulary.

The findings indicate that collaborative learning affords the students opportunities to interact meaningfully and engage in a meaningful way and offer them the opportunity to work on their language skills in contextual real life. An example would be that students who participated in group discussions demonstrated improvements in Arabic confidence and understanding and speaking as well as being able to present themselves in Arabic. This echoes other research which emphasizes the role that interactive and student centered learning environments play in the development of language competencies.

The result of 0.882 (P <0.01) of correlation coefficient between student engagement in collaborative learning activities and Arabic language proficiency confirms that students’ participation is an essential driver for Arabic language development (H2). Engagement-related correlations are also high, with Q7 (I contribute ideas during collaborative Arabic learning activities) and Q9 (I stay focused during collaborative Arabic learning sessions) relating to students who are more active and focused during group tasks and who perform better in a number of language skills (vocabulary and writing).

A. Key Findings and Implication

The correlations between student participation and skill improvement were robust on statements like Q11 (I can write Arabic sentences with minimal errors) and Q15 (I feel more confident learning Arabic through group work). This indicates that, the collaborative environments in which learners can practice, get constructive feedback and improve their abilities, help engaged learners.

The results of both hypotheses consistently point to the importance of including collaborative learning strategies in language instruction. Student’s language competency is enhanced when they practice under a collaborative learning that fosters a supportive environment where students feel encouraged to make mistakes and learn from their peers. The results also reinforce the importance of instructors to develop activities that require active student engagement in order to achieve meaningful learning outcomes. In addition, the study population of 900 students from various universities such as UiTM, UIAM, UPM and UKM, enhanced the generalizability of the findings. In doing so it suggests that the benefits of collaborative learning and student engagement will generalize across different types of academic settings.

B. Limitations and Future Research

Despite the findings of the study, there are some limitations that need to be mentioned. First, the research sample was selected from 4 specific universities includes UiTM, UIAM, UPM and UKM which can be a potential limitation in terms of the external validity of the research findings. It is possible that future research could extend the study to students from other universities in order to check the generalizability of the results observed in this study. However, since the study had targeted exclusively on the perception of the students about their language skill, it would have been valuable to include measurable aspect of the language skill such as language tests scores.

A third limitation is related to the lack of control of other variables that may affect language learning like the motivation of the learner, the quality of the instructor, or the use of other materials and resources to learn language outside of the classroom. Subsequent research could explore the interconnection between these variables and aspects of collaborative learning, in order to develop a clearer view of the language learning processes.

The research include participants from multiple institution other than universities includes UiTM, UIAM, UPM and UKM, but limitation is to check the influence of Arabic language. The scope of the research was to include participants from public as well as private universities and participants from geographic and socioeconomic backgrounds. By expanding the sample population the influence of such effects on Arabic language acquisition can be studied across different contexts, giving a more typical picture of such effects pertaining to Arabic.

A research limitation is related to the heavy use of self-reported data in the form of questionnaires. However, measures of this kind are limited to the capture of the participant’s perception and attitude, which are by definition subjective and subject to bias as too much or insufficient overestimation or underestimation of language abilities. They can distort the findings’ accuracy, reliability and can even skew the results. There should be future studies including objective measures for example, standardized tests of language proficiency, such as ALPT or CEFR. With these tests more quantifiable and precise assessment of language skills could be provided, thus supplementing the self-reported data and the validity of the study as a whole.

Furthermore, no external factors could affect language learning (cultural, socio- economic, institutional, etc.) are taken into consideration either. For example, collaborative learning strategies are often very dependent on other factors such as cultural attitudes about collaboration, availability of learning resources, and quality of teaching practices. Further research in these external facilitators should be conducted to better understand the more nuanced effect of external factors in relation to the learning of the language in question. By looking at these variables, researchers can uncover context specific challenges and opportunities, and offer actionable insights for educators as well as policymakers.

The study is not longitudinal, but rather it focuses on short term outcomes of collaborative learning strategies. Collaborative learning impacts on language proficiency, but the long term effects of this learning on language acquisition is an area that has not been explored. Longitudinal design studies should track students for extended periods to determine whether the benefits of collaborative learning endure and concomitantly enhance long term language development. This study would give a more thorough view of the long term effect of collaborative learning strategies, and would help create effective, and sustainable, educational practices.

The relevance of this study is provided in terms of the relation between collaborative learning strategies and Arabic language proficiency and limitations suggest possible future research. Future research could provide stronger findings by overcoming problems such as sample representativeness, relying only on self-reported data, and the artificially elevating impact of external factors. In addition, objective measures and longitudinal designs would help to gain a better, more accurate understanding of the long term effects of collaborative learning on acquisition of a language. The improvements suggested in this study would make a large contribution to the field of language education and provide practical recommendations for educators, researchers, and policymakers.

CONCLUSION

The findings of this study conclude that collaborative learning strategies are a major contributor to the improvement of Arabic language proficiency among university students. The aim of the research was to address the relationship between collaborative learning strategies and Arabic language proficiency, and to look for the relationship between student engagement in collaborative learning and the language proficiency of Arab learners. The results of the study strongly support these objectives as improved language skills were associated with the use of collaborative learning strategies and student engagement.

The findings also showed that enjoyment and level of language proficiency particularly write and vocab in relation to different collaborative learning activities. A clear example of high correlation of Q1 (I enjoy working with peers in collaborative Arabic activities), and Q15 (I feel more confident learning Arabic through group work) because social collaboration positively affects the learner’s attitude toward Arabic in a significant way. Likewise, the connection between Q11 (I can write Arabic sentences with minimal errors) and Q15 reeves that students who are more involved in group activities are more confident and competent to write in Arabic. Additionally, the study verifies that involved participation in collaborative tasks such as group discussions, peer feedback and cooperative problem solving strengthens specific language competences. The high correlation coefficients of questions corresponding to Hypothesis 2, being related to student engagement (for instance, Q6 and Q9), validate Hypothesis 2 (student engagement being related to language proficiency). These results support prior research concluding that collaborative learning encourages deeper learning and greater language development through students’ active use of the target language and peer feedback.

Implications of these findings call for educators and language program developers to design learning contexts that encourage active engagement and intrinsic motivation. Students are most likely to exert effort and achieve better language outcomes if those students have positive perceptions of collaborative activities and some control in their learning. Promoting Arabic language instruction by integrating collaborative learning strategies has become necessary so as to boost student performance.

It is concluded that the educational agents should be directed in moving towards creating participative and stimulating learning environments that encourage students to communicate and to interact at least in the target language. Students can improve the students overall proficiency and confidence in using Arabic for the benefits of collaborative learning. Additional research is necessitated in both examining external factors that may moderate the effectiveness of collaborative learning as well as the long term effects of collaborative learning strategies on language achievement. Studies of this kind will also help us to understand what is most strategic for scaffolding collaborative learning so as to maximize sustained language development.

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