INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025
Page 5723
www.rsisinternational.org
Malay Language Teaching Strategies and their Impact on Students'
Psychological Development
Abdul Khalid Mahdi
1
, Mohamad Ibrani Shahrimin Adam Assim
2,
Siti Nur Rohani Hasbie
3
, Burhan
Murshidi Baharon
4
1, 2, 3
Universiti Putra Malaysia
4
Multimedia University
ABSTRACT
This study explores various teaching strategies for the Malay language and their impact on students'
psychological development. In modern education, effective teaching methods play a crucial role in enhancing
students’ interest, motivation, and overall emotional and social well-being. Therefore, this study examines key
approaches such as student-centered learning, interactive methods, online learning, and the integration of digital
technology in teaching. Findings indicate that strategies such as student-centered learning and interactive
methods, including collaborative learning and language games, enhance students’ confidence and
comprehension. These approaches create a more dynamic and engaging learning experience. Additionally,
online learning, which incorporates digital materials and interactive applications, helps boost students’ intrinsic
motivation while allowing for more flexible self-paced learning. The study also reveals that teaching strategies
affect not only academic performance but also students’ psychological well-being. Methods that consider
psychological factors can reduce academic stress, enhance self-confidence, and foster a positive attitude toward
learning. Therefore, educators should adopt teaching strategies that align with technological advancements and
students' psychological needs. A balanced approach will ensure that Malay language learning becomes more
effective, engaging, and of high quality.
Keywords: Teaching strategies, Malay language, psychological development, student motivation, online
learning.
INTRODUCTION
Malay is the national language of Malaysia and plays a crucial role in the country's education system. It is not
only used as a medium of communication in daily life but also serves as the primary language of instruction in
schools and higher education institutions (Abdullah & Ismail, 2020). Therefore, the teaching and learning of the
Malay language must be given serious attention to ensure that students acquire high language proficiency while
enhancing their critical and creative thinking skills. To strengthen the teaching of the Malay language, educators
have introduced various strategies to ensure the effectiveness of the learning process. These teaching strategies
not only aim to improve students’ understanding of grammar and vocabulary but also influence their
psychological development, including motivation, self-confidence, and emotional and social well-being (Ahmad
& Zainal, 2021). Previous research has shown that interactive learning strategies, such as cooperative methods
and technology-assisted learning, can enhance students' interest and motivation in mastering the Malay language
(Hassan & Rahman, 2022).
With the advancement of technology in education, digital-based learning strategies have become increasingly
popular in Malay language instruction. A study by Ismail and Yusof (2023) found that the use of multimedia
materials and interactive learning applications helps students grasp language concepts more easily and improves
their communication skills. Additionally, online learning strategies implemented during the Movement Control
Order (MCO) due to the COVID-19 pandemic have demonstrated that virtual learning can serve as an effective
alternative in Malay language teaching (Kamaruddin & Aziz, 2024). However, the teaching of the Malay
language still faces several challenges, particularly among students who lack interest in the subject. Mahmud
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025
Page 5724
www.rsisinternational.org
and Salleh (2020) stated that one of the factors contributing to students’ disinterest in learning Malay is the
teacher-centered and less interactive teaching methods. Students who are not actively engaged in learning tend
to experience boredom and lose motivation to study. Therefore, innovative teaching strategies must be
introduced to enhance student engagement in the classroom.
Beyond pedagogical aspects, students' psychological factors must also be considered in Malay language
teaching. Othman and Hamzah (2021) emphasized that developmental psychology plays a significant role in
determining a student's learning success. Their study found that students with high self-confidence are more
likely to speak Malay fluently and communicate more effectively. In contrast, students who experience language
anxiety or lack confidence often struggle to express themselves in the language. Furthermore, Rahim (2022)
found that enjoyable teaching strategies, such as game-based learning and communicative approaches, help
students overcome anxiety and boost their confidence in using Malay in daily life. Thus, teachers need to
consider students' psychological aspects when planning teaching strategies to ensure they can learn in a more
conducive environment that supports their mental development.
For international students learning Malay as a second language, mastering the language presents even greater
challenges. Salleh and Ibrahim (2023) noted that experience-based teaching strategies, such as simulations and
task-based learning, can help international students improve their language proficiency. Additionally, research
by Yusof and Ahmad (2024) found a positive correlation between the use of appropriate learning strategies and
students' motivation levels in learning Malay. Given this background, this study aims to analyze effective
teaching strategies for the Malay language and their impact on students’ psychological development. By
understanding the relationship between teaching strategies and students’ psychological factors, this study is
expected to provide educators with guidance in designing more innovative and effective teaching methods.
Problem Statement
The current teaching of the Malay language faces several challenges:
• Ineffective Teaching Methods: Many educators rely on traditional, teacher-centered approaches, leading
to low student engagement, boredom, and diminished motivation (Hassan & Rahman, 2022; Ismail &
Yusof, 2023).
• Psychological Barriers: Students with low self-confidence or high language anxiety struggle with
speaking and writing, impacting their overall learning outcomes (Othman & Hamzah, 2021; Rahim,
2022).
• Diverse Learner Needs: Non-native and international students often require adaptive teaching strategies,
as conventional approaches fail to address their linguistic and emotional challenges (Salleh & Ibrahim,
2023; Yusof & Ahmad, 2024).
• Digital Learning Challenges: The widespread adoption of online learning exposes students to digital
fatigue, isolation, and reduced motivation (Ismail & Yusof, 2023).
These issues underscore the need to explore innovative, psychologically informed teaching strategies that
enhance both language proficiency and students’ psychological well-being.
Research Gap
Current literature reveals several research gaps:
• Limited Empirical Studies: Most studies are descriptive, correlational, or survey-based, with minimal
experimental or longitudinal evidence on causal relationships between teaching strategies and
psychological outcomes (Yusof & Ahmad, 2024; Rahim, 2022).
• Overemphasis on Traditional Methods: Innovative approaches such as gamification, adaptive learning,
and problem-based learning (PBL) are underexplored.
• Contextual Limitations: The psychological impact of teaching strategies on diverse learner groups,
including special needs and international students, remains under-researched.
• Integration of Psychological Theories: Few studies apply contemporary theories such as SDT and CLT
to guide teaching strategies that consider motivation, resilience, and cognitive load.
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025
Page 5725
www.rsisinternational.org
• Digital Learning Implications: There is a lack of research examining psychological outcomes in online
learning environments post-pandemic.
Addressing these gaps is critical to develop evidence-based, effective, and psychologically supportive teaching
strategies.
Main Research Question
How do Malay language teaching strategies influence students' psychological development?
Specific Research Questions
• Which Malay language teaching strategies most effectively enhance students’ motivation and emotional
well-being?
• How do these strategies affect resilience and emotional intelligence?
• Do innovative strategies (digital learning, gamification) have more positive psychological impacts than
conventional methods?
• How do teaching strategies affect students from diverse backgrounds (rural, international, and special
needs students)?
• How does PdPR influence academic stress, adaptability, and self-confidence?
• How do Malay language teaching strategies align with psychological theories such as SDT and CLT?
Conceptual Framework Model
Malay Language Teaching Strategies (IV)
- Traditional Methods
- Interactive Methods
- Technology-Based Methods
- Lectures, written exercises
- Discussions, cooperative learning
- E-learning, gamification, PdPR
- Learning motivation (intrinsic and extrinsic)
- Self-confidence in learning
- Academic stress and anxiety
- Resilience and emotional intelligence
- Psychological well-being
- Self-achievement in learning
- Interest and attitude towards the Malay language
- Adaptation to the learning environment
Contextual Factors (MoV - Moderator)
- Students’ socioeconomic background
- Student status (local, international, special needs)
- Learning environment (physical vs digital)
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025
Page 5726
www.rsisinternational.org
This model illustrates the relationship between teaching strategies (IV), students’ psychological factors (MV),
students’ psychological development (DV), and contextual factors (MoV), which may influence these
relationships.
Proposed Conceptual Framework Model
Based on the elements outlined above, the proposed conceptual framework is as follows:
Proposed Conceptual Framework Model
This model suggests that the teaching strategies employed by educators influence students' psychological factors,
which in turn affect their psychological development. However, this relationship is moderated by contextual
factors, such as students' backgrounds and learning environments.
LITERATURE REVIEW
Malay Language Teaching Strategies
• Traditional Methods: Lectures and exercises enhance basic proficiency but do not address motivation or
psychological well-being (Abdullah & Ismail, 2020).
• Interactive Approaches: Cooperative learning and group discussions improve engagement and
confidence, yet their effects on anxiety are underexplored (Ahmad & Zainal, 2021).
• Digital Integration: Online learning offers flexibility but can increase stress and reduce social interaction
if not carefully implemented (Ismail & Yusof, 2023).
• Psychology-Based Approaches: Approaches inspired by Al-Ghazali emphasize balance and inner peace,
but modern applications of SDT and CLT are limited in current literature (Hassan & Rahman, 2022).
Psychological Development
• Motivation & Self-Confidence: Flexible, engaging strategies improve willingness to participate and build
self-efficacy (Yusof & Ahmad, 2024).
• Academic Stress & Anxiety: Psychologically supportive strategies can mitigate stress, particularly in
digital contexts (Mahmud & Salleh, 2020; Ismail & Yusof, 2023).
• Resilience & Adaptability: Student-centered, reflective approaches foster resilience, yet special needs
students remain under-researched (Kamaruddin & Aziz, 2024; Othman & Hamzah, 2021).
Proposed Research Design
Mixed-Methods Approach
• Quantitative: Experimental or correlational study with 300–500 students, using Likert-scale
questionnaires on motivation, stress, self-confidence, and academic achievement tests.
• Qualitative: Semi-structured interviews with 30–50 teachers and students, analyzed thematically using
NVivo.
Recommendations and Practical Applications
• Adopt integrated teaching strategies combining traditional, interactive, and digital methods.
• Train teachers in educational psychology and digital literacy.
• Develop inclusive strategies for special needs and international students.
Malay Language
Teaching Strategies
Psychological Factors of
Students
Student Psychological
Development
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025
Page 5727
www.rsisinternational.org
• Reduce excessive academic pressure to improve motivation and resilience.
Implications for Future Research
• Longitudinal and experimental studies to establish causal relationships.
• Investigate gamification, PBL, and AI-assisted learning for personalized psychological support.
• Cross-country studies to compare Malay language teaching effectiveness.
CONCLUSION
This study has examined the impact of Malay language teaching strategies on students' psychological
development, highlighting how different approaches influence motivation, academic stress, and self-confidence.
The findings reveal that the selection of appropriate teaching strategies is crucial in fostering a positive learning
environment that supports students' emotional and mental well-being. One of the most significant findings is that
interactive and technology-driven teaching methods such as gamification, problem-based learning (PBL), and
digital learning enhance students' engagement and promote a more dynamic and enjoyable learning experience.
These strategies have been found to reduce academic stress, increase motivation, and improve students’ self-
efficacy in mastering the Malay language. On the other hand, traditional teaching methods, which rely heavily
on rote memorization and repetitive exercises, may contribute to higher levels of academic pressure, leading to
disengagement and decreased confidence among students. Another key insight from this study is that
psychological factors play a crucial role in determining the success of teaching strategies. Motivation, cognitive
load, and academic resilience are interconnected elements that influence students’ ability to learn effectively. If
teaching methods fail to consider these factors, students may experience learning fatigue, anxiety, and a decline
in academic performance. Therefore, it is essential for educators to adopt a student-centered approach that
prioritizes both academic achievement and mental well-being. Furthermore, this study underscores the
importance of a more flexible and inclusive curriculum for Malay language education. Policymakers and
educators must work towards designing a curriculum that accommodates students’ diverse learning needs,
including those with special educational requirements, such as students with dyslexia or autism. Future research
should explore longitudinal studies to assess the long-term effects of different teaching strategies on students’
psychological development. Additionally, the integration of artificial intelligence (AI) and adaptive learning
technologies should be explored further to enhance personalized learning experiences. In conclusion, a balanced
approach to education is essential one that not only focuses on academic success but also nurtures students’
psychological well-being. By incorporating innovative teaching strategies and fostering a supportive learning
environment, Malay language education can empower students to develop self-confidence, resilience, and a
lifelong passion for learning.
REFERENCE
1. Abdullah, M. H., & Ismail, S. (2020). Strategi pembelajaran membaca Bahasa Melayu dalam kalangan
pelajar institusi pengajian tinggi di Wilayah Yala, Selatan Thailand. Jurnal Pendidikan Bahasa Melayu,
10(1), 15-25. https://academia.edu
2. Ahmad, N., & Zainal, Z. (2021). Penggunaan dan kekerapan strategi pembelajaran Bahasa Melayu dalam
kalangan pelajar warganegara asing. Jurnal Pendidikan Bahasa dan Sastera Melayu, 31(2), 45-60.
https://researchgate.net
3. Hassan, R., & Rahman, A. (2022). Pendekatan pembelajaran al-Ghazali dan kesannya terhadap
pencapaian kefahaman membaca Bahasa Melayu. Global Journal Al-Thaqafah, 12(1), 85-100.
https://jurnal.usas.edu.my
4. Ismail, M. I., & Yusof, N. (2023). Masalah dalam melaksanakan pendekatan terbeza dalam pengajaran
Bahasa Melayu semasa PdPR secara dalam talian. Jurnal Pendidikan Bahasa Melayu, 13(2), 35-50.
https://journalarticle.ukm.my
5. Kamaruddin, S., & Aziz, N. (2024). Implementasi teori psikologi perkembangan dalam pengembangan
metode pembelajaran di madrasah. Jurnal Adiba, 9(3), 120-135. https://adisampublisher.org
6. Mahmud, M., & Salleh, S. (2020). Faktor, kesan dan strategi menangani pelajar cenderung hilang
tumpuan dalam kelas. Jurnal Pendidikan Malaysia, 45(1), 55-70. https://digilib.unimed.ac.id
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025
Page 5728
www.rsisinternational.org
7. Othman, H., & Hamzah, M. (2021). Peranan teori psikolinguistik dalam pemerkasaan pendidikan Bahasa
Melayu. Jurnal Linguistik Malaysia, 19(2), 95-110. https://dspace.unimap.edu.my
8. Rahim, N. (2022). Teori dan pendekatan psikologi dalam masalah pembelajaran Bahasa Melayu: Satu
tinjauan. Jurnal Psikologi Pendidikan, 14(4), 215-230. https://slideserve.com
9. Salleh, N., & Ibrahim, R. (2023). Strategi pengajaran dan pembelajaran Bahasa Melayu dalam kalangan
pelajar antarabangsa di Universiti Malaysia Pahang. Pendeta Journal of Malay Language, Education and
Literature, 14(1), 45-60. https://ejournal.upsi.edu.my
10. Yusof, A., & Ahmad, S. (2024). Hubungan antara strategi pembelajaran Bahasa Melayu dengan motivasi
dalam kalangan pelajar di Jerman. Jurnal Pendidikan Bahasa Antarabangsa, 16(3), 75-90.
