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All Journal Ijaz Arabi Journal of Arabic Learning
Rahim, Nadiah Abd
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Languange, Linguistic, Communication & Media

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Teachers’ Perceptions Of Main Factors Influencing Students’ Mastery Of Arabic Vocabulary Pisal, Nadhilah Abdul; Rahim, Nadiah Abd; Ismail, Ummi Syarah Danik; Rouyan, Nurazan Mohmad; Razali, Razlina A.
Ijaz Arabi Journal of Arabic Learning Vol 8, No 3 (2025): 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.v8i3.34940

Abstract

Limited vocabulary mastery can interfere with the fluency of the Arabic language learning process. However, not many studies describe the causes or factors that can affect vocabulary mastery in detail and deal with this problem in the Malaysian education system. This case study explores further the main factors that can influence the mastery of Arabic vocabulary at the secondary school level. Data was collected through semi-structured interviews with six experienced teachers from four National Religious Secondary Schools (SMKA) in Kedah. Research interview data was analyzed thematically using NVivo 14 software. The study's findings show five main factors affecting vocabulary mastery: self, teacher's approach, syllabus, environment, and the Arabic language program. Based on these five factors, the self-factor is the most important and can affect how well students learn vocabulary. It includes internal factors (belief, interest, and attitude) and external factors (vocabulary use and learning strategies). Thus, teachers are suggested to focus on the students’ self-factor from internal and external aspects to help improve vocabulary mastery. It is believed that encouraging and promoting the various learning strategies, students will be more proactive and creative in enhancing their mastery of new vocabulary.
Implementing The CALLA Framework And Metacognitive Approach To Overcome Difficulties In Mastering Arabic Vocabulary Rahim, Nadiah Abd; Abdul Pisal, Nadhilah; Ismail, Ummi Syarah; Mohd Rouyan, Nurazan
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.v9i2.38468

Abstract

The issue of Arabic vocabulary mastery has long been a concern among researchers and educators. In Malaysia, students’ limited proficiency in Arabic vocabulary remains a persistent challenge across both school and higher education settings. Two primary shortcomings have been identified in the teaching and learning of Arabic vocabulary: (1) the lack of explicit implementation of vocabulary learning strategy training, and (2) insufficient exposure to effective vocabulary learning strategies. This paper aims to examine the challenges faced by Malaysian students in mastering Arabic vocabulary and to explore how the Cognitive Academic Language Learning Approach (CALLA) and metacognitive approach can serve as effective interventions, based on secondary sources. Students who receive explicit instruction in vocabulary learning strategies are more likely to develop greater metacognitive awareness in selecting and applying appropriate strategies, thereby improving their ability to self-regulate and manage the vocabulary learning process effectively. This paper contributes to a deeper understanding of effective vocabulary instruction strategies and offers pedagogical implications for enhancing comprehension and reducing learner errors in Arabic vocabulary learning.
Co-Authors Abdul Pisal, Nadhilah Ismail, Ummi Syarah Ismail, Ummi Syarah Danik Mohd Rouyan, Nurazan Pisal, Nadhilah Abdul Razali, Razlina A. Rouyan, Nurazan Mohmad