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All Journal Aphorisme: Journal of Arabic Language, Literature, and Education
Azizah, Mufidah Asri
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Religion Humanities Languange, Linguistic, Communication & Media

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Biological Factors Influencing the Acquisition of Arabic as a Foreign Language Simamora, Mukmin Ridoan; Ritonga, Arip Rachman; Azizah, Mufidah Asri; Rismawati, Yanda; Hamdani, Muhammad
Aphorisme: Journal of Arabic Language, Literature, and Education Vol. 6 No. 2 (2025): Arabic Language, Literature, and Education
Publisher : Study Program of Arabic Language Teaching

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/aphorisme.v6i2.8561

Abstract

This study aims to provide an in-depth examination of how biological factors, including brain development, cognitive capacity, neurological processes, and age-related maturity, influence the acquisition of Arabic as a foreign language. The research method used a literature review method, analyzing empirical studies, books, and relevant academic articles published between 2015 and 2025. The literature was systematically selected through Scopus, Google Scholar, and Crossref, following PRISMA guidelines, and analyzed using a thematic narrative approach. The research findings indicate that Arabic language acquisition is strongly influenced by the phenomenon of the critical period, which is the phase when language learning is most optimal before the age of 12, when neural plasticity is at its peak. Nevertheless, neurological studies have shown that the adult brain is still capable of acquiring Arabic through neuroplastic processes that allow the reorganization of neural networks and the activation of key linguistic areas. Furthermore, differences in cognitive capacity also help explain variations in vocabulary retention and grammatical competence among learners. His study emphasizes the importance of understanding biological factors, such as brain maturation, neurolinguistic processes, working memory capacity, and age differences, in Arabic language learning. Teachers need to adjust teaching methods and materials according to learners’ cognitive stages and age, using consistent language exposure and guided practice. Integrating these biological findings can enhance learning effectiveness and support the development of an adaptive curriculum.
Lingkungan Kampus dan Kemampuan Komunikasi Berbahasa Arab Mahasiswa Azizah, Mufidah Asri; Setiyawan, Agung; Marcella, Azmalia Anastasya; Limbong, Ahya Dita Satiarmia; Cania, Fitri Nurhasana
Aphorisme: Journal of Arabic Language, Literature, and Education Vol. 6 No. 2 (2025): Arabic Language, Literature, and Education
Publisher : Study Program of Arabic Language Teaching

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/aphorisme.v6i2.8806

Abstract

The purpose of this study is to describe how the campus environment shapes students’ Arabic communication skills. This study applies a descriptive qualitative approach with a field study conducted at the Arabic Language Education Study Program, Faculty of Tarbiyah, UIN Imam Bonjol Padang. Data collection was conducted through participatory observation, in-depth interviews, and documentation, and the data were analyzed using Miles and Huberman’s interactive model, which includes data reduction, data presentation, and conclusion drawing, with data validity reinforced through source and method triangulation. The results showed that a campus environment that actively encourages the use of Arabic significantly improves students’ communicative skills, particularly fluency, confidence, and the courage to express opinions. Social interaction among students and support from lecturers and the academic community also strengthen functional and contextual language practice. However, this study also identified several obstacles, including inconsistent use of Arabic outside the classroom, limited space for continuous practice, and psychological factors among students. Therefore, it is necessary to strengthen language policies and develop a campus ecosystem that consistently supports the use of Arabic to optimally and sustainably improve students’ communicative competence.
Co-Authors Agung Setiyawan, Agung Cania, Fitri Nurhasana Limbong, Ahya Dita Satiarmia Marcella, Azmalia Anastasya Muhammad Hamdani, Muhammad Rismawati, Yanda Ritonga, Arip Rachman Simamora, Mukmin Ridoan