M-Learning Boost Students' Motivation in Learning Arabic Language Proficiency for Elementary Level

Abstract

The language acquisition is one of the most important criteria that contribute to the measurement of language proficiency for students and the objectives of teaching of Arabic in Malaysia are currently based on the Standard Arabic Curriculum, which focuses on the mastery of the four language skills. However, the inability to master the four language skills is still very significant. This occurs due to the fact that students only learn Arabic to pass the exam and that learning strategies applied to the students are less interactive and effective which led to demotivate the student to continue the learning process. Therefore, the primary purpose of this study is to examine the impact of mobile learning towards motivation in learning Arabic language proficiency. The research focuses on analysing the participants’ motivation regarding the education of Arabic language in particular, via mobile learning. The attention, relevance, confidence, and satisfaction (ARCS) model shaped the comprehension of the effect of education through mobile app towards the motivation of the respondents. A total of 273 participants in Malaysians Higher Institutions used mobile learning for Arabic language proficiency during the teaching and learning process. After this, they will complete the motivation questionnaire. The results showed that attention, relevance, satisfaction, and confidence motivational factors had a significant impact on student’s motivation to learn Arabic through the mobile app. Hence, this study contributes to the significant empirical results on the effectiveness of the integration of the ARCS model in the mobile app for learning the Arabic language.