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p-Index From 2021 - 2026
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All Journal Indonesian Journal of Applied Linguistics (IJAL) Ijaz Arabi Journal of Arabic Learning
Muhammad Sabri Sahrir
Unknown Affiliation
Languange, Linguistic, Communication & Media

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Malaysian non-Arabic speaking learners' readiness in a virtual second language learning environment Noorafini Kassim; Muhammad Sabri Sahrir; Tunku Badariah Tunku Ahmad
Indonesian Journal of Applied Linguistics Vol 13, No 1 (2023): Vol. 13, No.1, May 2023
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v13i1.58271

Abstract

Readiness is an important indicator of learners' willingness to engage productively in a virtual learning environment. Low readiness is believed to be the main reason behind virtual learning failure. The purpose of this present study is to investigate the effects of online readiness on learners’ learning satisfaction and performance in a virtual second language learning environment on a sample of 203 Malaysian Non-Arabic Speaking Learners using a cross-sectional survey. This study further explored which dimension of readiness is found to be the strongest predictor of their level of satisfaction and performance. Partial least square structural equation modeling (PLS-SEM) analysis examined the predictive relationships between readiness, satisfaction, and performance. The results proved that online readiness was statistically a significant predictor of their learning satisfaction and performance, indicating computer and internet self-efficacy in performing activities in the virtual learning environment as the strongest predictor. By identifying the most influential predictors, this groundbreaking study recognizes which key elements of the virtual learning environment language learners would need more to relish learning and achieve their goals. This study offers critical insights that have not been previously explored by conducting a comprehensive analysis of the factors influencing learning satisfaction and performance. The findings, therefore, highlight the paramount importance of assessing the readiness of online learners and their learning environment, providing valuable guidance for higher education institutions seeking to enhance the success of VLLE. In addition, this study sets a precedent for future research in the field. It underscores the need for ongoing efforts to improve virtual language learning environments to serve students’ needs better.
Transforming Arabic Poetry Learning Through AR OASIS: Development Of An Augmented Reality Instructional Module Mohamad Lukman Al Hakim Md. Noor; Mohd Feham Md. Ghalib; Wan Rusli Wan Ahmad; Muhammad Sabri Sahrir; Mohd Fauzi Abdul Hamid; Muhammad Akmal Zolmaily
Ijaz Arabi Journal of Arabic Learning Vol 9, No 2 (2026): Ijaz Arabi: Journal Of Arabic Learning
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/ijazarabi.v9i2.41191

Abstract

Augmented Reality (AR) has attracted increasing attention in educational research for its potential to enhance learning through immersive, multimodal experiences; however, its application in Arabic poetry learning remains underexplored. This study aims to analyse pedagogical challenges and learner needs in studying Arabic poetry, to design an AR-based instructional module grounded in instructional design and multimedia learning principles, and to develop the proposed module through the AR Oasis application. A quantitative research design employing a survey-based needs analysis was implemented with five undergraduate Arabic learners. Descriptive statistical analysis revealed that difficult vocabulary constituted the most critical challenge (100%), followed by complex grammar, lack of historical and cultural context, and difficulty in visualising poetic imagery (each at 80%), while low interaction and boredom were reported by 40% of participants. Learners demonstrated a strong preference for visual explanations (100%), contextual and digital learning approaches (80%), and multimodal AR content integrating text, images, audio, video, animation, and three-dimensional objects (100%). From a usability perspective, page-flipping navigation (100%), combined icon–text menus (80%), and mobile-first design (60%) were strongly favoured. These findings confirm that the challenges of Arabic poetry learning are not purely linguistic but are deeply tied to visualisation, contextualisation, and learner engagement. The study contributes to the emerging field of immersive literary learning by providing empirically grounded design requirements for AR-based Arabic poetry instruction. Although constrained by a small sample size, the findings offer a robust foundation for future large-scale experimental and longitudinal research on AR-supported literary education.
Co-Authors Mohamad Lukman Al Hakim Md. Noor Mohd Fauzi Abdul Hamid Mohd Feham Md. Ghalib Muhammad Akmal Zolmaily Noorafini Kassim Tunku Badariah Tunku Ahmad Wan Rusli Wan Ahmad