<![CDATA[This study evaluates the effectiveness of the “Communicative Arabic Language” course in enhancing students’ motivation and engagement in learning activities. It employs a descriptive, evaluative quantitative approach that integrates statistical analysis with an in-depth educational examination of behavioral and psychological factors associated with language learning. A purposive sample of twelve first-year students from the Faculty of Usuluddin at Sultan Sharif Ali Islamic University (UNISSA) was selected, as they represent learners actively engaged in studying Arabic as a foreign language. Data were collected through a closed-ended questionnaire developed based on established theories in educational psychology, including Self-Determination Theory, the Theory of Planned Behavior, and Self-Regulated Learning. The instrument’s validity was confirmed through expert review, and its reliability yielded a high Cronbach’s Alpha coefficient of 0.89.The findings indicate that 88.3% of participants demonstrated high motivation toward learning communicative Arabic, while 93.3% expressed positive attitudes and active classroom participation. Additionally, 91.7% showed strong commitment to completing assignments. These results reflect the course’s high instructional effectiveness in fostering learner motivation and meaningful engagement, aligning with contemporary learner-centered education that emphasizes active and meaningful learning experiences. The study recommends redesigning language curricula to strengthen intrinsic motivation and collaborative interaction, providing teacher training programs to support student-centered strategies, and adopting modern assessment tools to measure learner engagement and self-regulation in second or foreign language learning contexts.]]>
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