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10.23971/jallt.v4i1
<p data-start="1454" data-end="1790">This journal issue presents <strong data-start="1482" data-end="1509">five scholarly articles</strong> contributed by <strong data-start="1525" data-end="1549">fourteen researchers</strong> from diverse academic backgrounds in Arabic linguistics and language pedagogy. The authors represent institutions from <strong data-start="1669" data-end="1704">Malaysia, Indonesia, and Jordan</strong>, highlighting regional and international collaboration in Arabic language research. Malaysian contributors are affiliated with <strong data-start="1835" data-end="1871">Universiti Teknologi MARA (UiTM)</strong>, <strong data-start="1873" data-end="1918">International Islamic University Malaysia</strong>, <strong data-start="1920" data-end="1941">Universiti Malaya</strong>, and <strong data-start="1947" data-end="1968">Maktab Mahmud Yan</strong>. Indonesian scholars are associated with <strong data-start="2010" data-end="2067">Universitas Islam Internasional Darullughah Wadda'wah</strong> and <strong data-start="2072" data-end="2112">Sekolah Tinggi Agama Islam Al-Yasini</strong>, while one contributor represents <strong data-start="2147" data-end="2169">Yarmouk University</strong>, Jordan. The articles explore a range of themes, including grammatical competence in verb usage, instructional strategies for academic writing, affective approaches to speaking development, scaffolding in Nahwu instruction, and peer-based vocabulary learning. Together, these contributions enhance theoretical understanding and pedagogical practice in Arabic language education.</p>
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Journal of Arabic Language Learning and Teaching (JALLT)
2026-01-30
2026-02-02
2
ART
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Articles
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Pretending to Be Cikgu.docx
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10.23971/jallt.v4i1.506
“Pretending to Be Cikgu”: Role Reversal Pedagogy in Peer-Led Arabic Vocabulary Learning in Malaysia
<p>Conventional Arabic vocabulary instruction in many Islamic secondary schools remains predominantly teacher-centered, relying heavily on memorization and teacher-led repetition, which often results in limited learner engagement, weak active retrieval, and low long-term vocabulary retention particularly in verb-based forms with complex morphological patterns. Responding to these pedagogical limitations, this study investigates the impact of role reversal pedagogy implemented through peer-led choral recitation in Arabic vocabulary learning within a Malaysian educational context. The instructional practice, locally conceptualized as “Pretending to Be Cikgu,” assigns selected students to temporarily assume the role of teacher by leading their peers in collective recitation of verb-based vocabulary drawn from Kitab Af‘āl al-Yawmiyyah. Employing a qualitative classroom-based research design, data were collected through classroom observations, student reflections, and teacher field notes. The findings reveal that peer-led choral recitation enhances learner engagement, collective participation, and vocabulary internalization. Students acting as instructional leaders demonstrated higher levels of responsibility, confidence, and active retrieval, while peers benefited from structured repetition and reduced speaking anxiety. The approach functioned as both a cognitive and social scaffold, reinforcing memory consolidation of morphologically inflected Arabic verbs and fostering a collaborative learning environment. The study concludes that role reversal pedagogy offers a learner-centered instructional model that addresses key shortcomings of conventional vocabulary instruction by shifting responsibility from teacher to students, promoting deeper lexical internalization and socially distributed learner autonomy in Arabic vocabulary learning.</p>
https://creativecommons.org/licenses/by-sa/4.0
Masnun, Ahmad Durrun Nafis, Syaza Auni Irdyna
2026
Arabic vocabulary learning
choral recitation
learner autonomy
peer-led learning
role reversal pedagogy
Masnun
Masnun
Universitas Islam Internasional Darullughah Wadda'wah
ID
masnun@uiidalwa.ac.id
Ahmad Durrun
Nafis
Universitas Islam Internasional Darullughah Wadda'wah
ID
ahmaddurrunnafis@student.uiidalwa.ac.id
Syaza Auni
Irdyna
Maktab Mahmud Yan
MY
m-ikdh11383983@moe-dl.edu.my
173
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Abdulloh, F. F., Rahardi, M., Aminuddin, A., Anggita, S. D., & Nugraha, A. Y. A. (2022). Observation of Imbalance Tracer Study Data for Graduates Employability Prediction in Indonesia. International Journal of Advanced Computer Science and Applications, 13(8). https://doi.org/10.14569/IJACSA.2022.0130820
Adeoye‐Olatunde, O. A., & Olenik, N. L. (2021). Research and scholarly methods: Semi‐structured interviews. JACCP: JOURNAL OF THE AMERICAN COLLEGE OF CLINICAL PHARMACY, 4(10), 1358–1367. https://doi.org/10.1002/jac5.1441
Altakhaineh, A. R. M., & Sulaiman, N. A. (2025). Teaching English Vocabulary to Arabic-Speaking EFL Learners Through Total Physical Response and Kahoot. The International Journal of Technologies in Learning, 32(2), 169–182. https://doi.org/10.18848/2327-0144/CGP/v32i02/169-182
Arini Hidayati & Miatin Rachmawati. (2025). Enhancing Arabic Vocabulary Mastery through Role Play: An Experimental Study on Vocabulary Mastery in High School. International Journal of Arabic Language Teaching, 7(01), 163–175. https://doi.org/10.32332/ijalt.v7i01.10000
Aydawati, E. N., Sujarwati, I., Syamsiah, N., Annury, M. N., Mariam, S., Kepirianto, C., Suranto, Fridolini, Tarwiyah, S., & Sutrisno, D. (2025). Integrating Extensive Reading Strategy Training with Innovative Technologies: fsQCA on EFL Learner Autonomy and Vocabulary Acquisition. Forum for Linguistic Studies, 7(1). https://doi.org/10.30564/fls.v7i1.8021
Baharun, S., Arisandi, Y., Husein, A. F., & Salsabil, A. H. (2025). Exploring the Efficacy of Kitab Al-Af’al Al-Yawmiyyah in Arabic Language Acquisition among Malaysian Female Students. An Nabighoh, 27(2), 343–362. https://doi.org/10.32332/an-nabighoh.v27i2.343-362
Baharun, S., Hanifansyah, N., & Atiyah, N. A. (2025). A Cross-Cultural Psycholinguistic Study on Arabic Vocabulary Retention: Evidence from Indonesia and Malaysia. Arabiyat : Jurnal Pendidikan Bahasa Arab Dan Kebahasaaraban, 12(2), 200–214. https://doi.org/10.15408/a.v12i2.46704
Baharun, S., Hanifansyah, N., & Salsabil, A. H. (2025). Creative Arabic Learning through Student-Made Storytelling: A Constructivist Approach in Malaysian Islamic Schools. Arabi : Journal of Arabic Studies, 10(2), 149–161. https://doi.org/10.24865/ajas.v10i2.1008
Boon, M., Orozco, M., & Sivakumar, K. (2022). Epistemological and educational issues in teaching practice-oriented scientific research: Roles for philosophers of science. European Journal for Philosophy of Science, 12(1), 16. https://doi.org/10.1007/s13194-022-00447-z
Campbell, R., Goodman-Williams, R., Feeney, H., & Fehler-Cabral, G. (2020). Assessing Triangulation Across Methodologies, Methods, and Stakeholder Groups: The Joys, Woes, and Politics of Interpreting Convergent and Divergent Data. American Journal of Evaluation, 41(1), 125–144. https://doi.org/10.1177/1098214018804195
Creswell, J. W., & Creswell, J. D. (2020). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. SAGE Publications.
Habib, Moh. T. (2025). Classroom Action Research on Digital Interactive Learning for Arabic Speaking Development in Islamic Junior High Schools. Al-Muhawaroh: Jurnal Pendidikan Bahasa Arab Universitas Islam Internasional Darullughah Wadda’wah (UII Dalwa), 1(1). https://doi.org/10.38073/almuhawaroh.v1i1.2495
Habib, Moh. T., Hanifansyah, N., Solehudin, M., Mahmudah, M., & Syakur, S. A. (2025). Podcasts as an Innovative Solution for Teaching Arabic: Enhancing Speaking and Listening Skills. Studi Arab, 15(2), 87–105. https://doi.org/10.35891/sa.v15i2.5784
Habib, Moh. T., Masnun, M., Mahmudah, M., & Syakur, S. A. (2025). A Psycholinguistic Approach to Enhancing Arabic Vocabulary and Morphology Mastery Through Inspirational Quotes. An Nabighoh, 27(1), 1–24. https://doi.org/10.32332/an-nabighoh.v27i1.1-24
Hanifansyah, N., Arifin, A., Zulpina, Z., Mahmudah, M., & Syaheed, S. M. (2025). RELIGIOUS DRAMA CONTROVERSY: The Impact of Bidaah on Islamic Pedagogy and Media Literacy. MIQOT: Jurnal Ilmu-Ilmu Keislaman, 49(2), 314. https://doi.org/10.30821/miqot.v49i2.1407
Hanifansyah, N., & Mahmudah, M. (2024). Enhancing Arabic Vocabulary Mastery Through Communicative Strategies: Evidence from Malaysia. Al-Ta’rib : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN, 12((2)), 263–278. https://doi.org/10.23971/altarib.v12i2.9082
Mahmudah, M. (2025). Enhancing Arabic Vocabulary with Hilyah Book. Al-Muhawaroh: Jurnal Pendidikan Bahasa Arab, 1(1), 1–11. https://doi.org/10.38073/almuhawaroh.v1i1.2427
Mahmudah, M., Hanifansyah, N., Solehudin, M., & Salsabil, A. H. (2025). Daily Incremental Vocabulary Learning: The Ten Arabic Words Per Day Strategy for Language Proficiency. Lahjatuna: Jurnal Pendidikan Bahasa Arab, 5(1), 51–66. https://doi.org/10.38073/lahjatuna.v5i1.3359
Manierre, M. J., DeWaters, J., Rivera, S., & Whalen, M. (2022). An exploration of engineering instructors’ pedagogical adaptations early in the COVID ‐19 pandemic. Journal of Engineering Education, 111(4), 889–911. https://doi.org/10.1002/jee.20483
Mouaziz, A. (2025). Investigating English and Arabic Teachers’ and Students’ Attitudes Towards the Use of Humanistic-Based Teaching Methods and Their Impact on Language Skills Development. 2025 IEEE 8th Congress on Information Science and Technology (CiSt), 421–426. https://doi.org/10.1109/CiSt65886.2025.11224084
Muhamad Solehudin, Nurhanifansyah, N., & Syaheed Kholid. (2024). The Effectiveness of using the Kitab Muhawarah in Enhancing Arabic Speaking Proficiency in Malaysia. An Nabighoh, 26(2), 251–268. https://doi.org/10.32332/an-nabighoh.v26i2.251-268
Najmuddin, A. H. bin, & Masnun, M. (2026). What Is the Arabic Verb for…? Guessing-Based Learning and Verb Retention among Malaysian Learners. Kalamuna: Jurnal Pendidikan Bahasa Arab Dan Kebahasaaraban, 7(1), 107–126. https://doi.org/10.52593/klm.07.1.08
Nur Hanifansyah, Mahmudah, M., & Syakur, S. A. (2024). Peer Tutoring as a Collaborative Approach in Arabic Language Learning. Lahjatuna: Jurnal Pendidikan Bahasa Arab, 4(1), 26–43. https://doi.org/10.38073/lahjatuna.v4i1.2181
Rabie‐Ahmed, A., & Mohamed, A. (2022). Collaborative and individual vocabulary learning in the Arabic classroom: The role of engagement and task demands. Foreign Language Annals, 55(4), 1006–1024. https://doi.org/10.1111/flan.12636
Segaf Baharun, & Hanifansyah, N. (2025). Integrating Arabic Football Commentary into Arabic Learning: A Stylistic-Pedagogical Model. International Journal of Arabic Language Teaching, 7(02), 296–310. https://doi.org/10.32332/ijalt.v7i02.11530
Simon, E. (2024). Cultivating Professional Identity: The Vital Role of Practical Teaching Experience for Future Educators. Education Sciences, 14(5), 439. https://doi.org/10.3390/educsci14050439
Solehudin, M. (2025). Accelerating Kitab Reading Skills Through Dzauq and Strategic Vocabulary Acquisition. Lughawiyyat: Jurnal Pendidikan Bahasa Dan Sastra Arab, 8(1), 81–102. https://doi.org/10.38073/lughawiyyat.v8i1.2133
Solehudin, M., & Arisandi, Y. (2024). Language Interference in Arabic Learning: A Case Study of Islamic Boarding Schools in Indonesia. Al-Ta’rib : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya, 12(2), 423–438. https://doi.org/10.23971/altarib.v12i2.9170
Teraoka, E., Honda, S., Okade, Y., & Yomoda, K. (2025). Understanding the role of basic psychological needs in motivating and demotivating teaching styles: Insights from Japanese physical education teachers. Teaching and Teacher Education, 165, 105149. https://doi.org/10.1016/j.tate.2025.105149
Vaknin-Nusbaum, V., & Makhoul, B. (2025). Inflectional morphology and reading comprehension in low SES Arabic-speaking second graders. First Language, 45(1), 3–23. https://doi.org/10.1177/01427237241272523
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Repeat After me.docx
401
10.23971/jallt.v4i1.413
Repeat After Me: Affective Scaffolding for Arabic Speaking Fluency
<p>Despite the widespread use of repetition in Arabic speaking instruction, empirical research examining its affective scaffolding dimension particularly teacher vocal modulation as an emotional and psychomotor support remains limited.This study investigates the role of affective scaffolding in enhancing Arabic speaking fluency through the “Repeat After Me” technique in a pesantren-based classroom. Using a quasi-experimental mixed-method design, sixty male students were divided into experimental and control groups over eight weeks of instruction. The experimental group received teacher-guided vocal scaffolding involving tone modulation, rhythmic pacing, and empathetic feedback, while the control group practiced standard repetition. Quantitative results revealed significant improvements in fluency (Cohen’s d = 0.89) and a notable reduction in language anxiety among the experimental group. Qualitative findings from interviews indicated that collective repetition fostered emotional safety, enjoyment, and imitation of native-like pronunciation, despite physical fatigue. The integration of affective and psychomotor elements transformed repetition into an engaging, embodied learning process that strengthened confidence and rhythmical accuracy. This study concludes that teacher vocal modulation functions as both an emotional regulator and a psychomotor model, offering a holistic framework for Arabic language pedagogy that unites sound, emotion, and bodily expression.</p>
https://creativecommons.org/licenses/by-sa/4.0
Segaf Baharun, Moh. Tohiri Habib, Nurul Azira, Adham Hasif
2026
affective scaffolding
Arabic speaking fluency
Psychomotor learning
Repeat after me
Teacher vocal strategy
Segaf
Baharun
Universitas Islam Internasional Darullughah Wadda'wah
ID
segafbaharun@uiidalwa.ac.id
Moh. Tohiri
Habib
Universitas Islam Internasional Darullughah Wadda'wah
ID
mohtohirihabib@uiidalwa.ac.id
Nurul
Azira
International Islamic University Malaysia
MY
n.azira@live.iium.edu.my
Adham
Hasif
Universiti Malaya
MY
25002139@siswa.um.edu.my
171
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Hanifansyah, N., Arifin, A., Zulpina, Z., Mahmudah, M., & Syaheed, S. M. (2025). RELIGIOUS DRAMA CONTROVERSY: The Impact of Bidaah on Islamic Pedagogy and Media Literacy. MIQOT: Jurnal Ilmu-Ilmu Keislaman, 49(2), 314. https://doi.org/10.30821/miqot.v49i2.1407
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Suzuki, Y., & Hanzawa, K. (2022). MASSED TASK REPETITION IS A DOUBLE-EDGED SWORD FOR FLUENCY DEVELOPMENT: AN EFL CLASSROOM STUDY. Studies in Second Language Acquisition, 44(2), 536–561. https://doi.org/10.1017/S0272263121000358
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White, C. (2025). Embodied resonance in technology-mediated group music-making. International Journal of Performance Arts and Digital Media, 1–23. https://doi.org/10.1080/14794713.2025.2473139
Witte, A. (2023). Bringing the body into play: The corporeal aspect in second language acquisition. The Modern Language Journal, 107(3), 693–712. https://doi.org/10.1111/modl.12861
Zhang, C., Bowen, N. E. J. A., & Thomas, N. (2025). Oral corrective feedback and learner uptake: An analysis of Chinese high-school teachers’ practices in a national teaching competition. Classroom Discourse, 1–24. https://doi.org/10.1080/19463014.2025.2474233
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Scaffolding Arabic Syntax Learning.docx
396
10.23971/jallt.v4i1.408
Scaffolding Arabic Syntax Learning: An Examination of Introductory Nahwu Materials for Novice Students
<p>This study investigates the pedagogical structure and scaffolding mechanisms within Pengantar Belajar Ilmu Nahwu by Al-Habib Hasan bin Ahmad Baharun, a foundational Arabic syntax textbook widely used in pesantren education in Indonesia. While previous studies on Arabic grammar learning have primarily emphasized external scaffolding through instructional strategies or digital technologies, limited attention has been paid to the internal scaffolding embedded within traditional nahwu textbooks themselves. Grounded in Vygotsky’s Sociocultural Theory and the scaffolding framework of Wood, Bruner, and Ross, this qualitative content analysis examines how the text sequentially supports novice learners in mastering Arabic syntax. The findings identify three interrelated scaffolding stages conceptual, procedural, and integrative through which syntactic awareness is progressively developed using simplified examples, repetitive sentence patterns, and contextualized explanations. A distinctive pedagogical feature of the book is its early emphasis on phonological recognition (ḍammah, fatḥah, and kasrah) prior to introducing abstract grammatical terminology, which functions as a cognitive bridge for beginners. The study concludes that Pengantar Belajar Ilmu Nahwu exemplifies an effective model of internal scaffolding, demonstrating how traditional Arabic grammar materials can align with contemporary educational psychology to support novice syntax learning in pesantren and similar educational contexts.</p>
https://creativecommons.org/licenses/by-sa/4.0
Muhamad Solehudin, Aufa Hanin Salsabil, Sultan Abdus Syakur
2026
Arabic syntax
cognitive load
Pengantar Belajar Ilmu Nahwu
pesantren pedagogy
scaffolding
Muhamad
Solehudin
Universitas Islam Internasional Darullughah Wadda'wah
ID
muhamadsolehudin@uiidalwa.ac.id
Aufa Hanin
Salsabil
International Islamic University Malaysia
MY
aufa.hanin@live.iium.edu.my
Sultan Abdus
Syakur
Yarmouk University
JO
2023184052@ses.yu.edu.jo
172
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Ahmed, A. A. (2025). The Impact of Artificial Intelligence on Teaching Arabic Grammar: An Analytical Study. In A. Abdelgawad, A. Jamil, & A. A. Hameed (Eds), Intelligent Systems, Blockchain, and Communication Technologies (Vol. 1268, pp. 185–194). Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-82377-0_17
Alharbi, M. O. (2022). Teachers and Children’s Play: Exploring Practices Through an Analysis of Vygotsky and Piaget Theories. The Educational Review, USA, 6(11), Article 11. https://doi.org/10.26855/er.2022.11.001
Asipi, L. S., Rosalina, U., & Nopiyadi, D. (2022). The Analysis of Reading Habits Using Miles and Huberman Interactive Model to Empower Students’ Literacy at IPB Cirebon. International Journal of Education and Humanities, 2(3), 117–125. https://doi.org/10.58557/ijeh.v2i3.98
Baharun, S. (2025). Innovative Approaches to Teaching Arabic Vocabulary to Novice Learners. Lahjatuna: Jurnal Pendidikan Bahasa Arab, 4(2), 77–88. https://doi.org/10.38073/lahjatuna.v4i2.2535
Baharun, S., & Hanifansyah, N. (2024). Efektivitas Pembelajaran Kitab Al-Af’al Al-Yaumiyyah pada Daurah Ramadhan di Pon Pes Dalwa. Shaut Al-Arabiyah, 12(2). https://doi.org/10.24252/saa.v12i2.52825
Baharun, S., Solehudin, M., Masnun, & Syaheed, S. M. (2025). The I’rab Method of Habib Hasan Baharun: Impact on Arabic Grammar Instruction. Al-Muhawaroh: Jurnal Pendidikan Bahasa Arab, 1(1), 23–35. https://doi.org/10.38073/almuhawaroh.v1i1.2636
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Hanifansyah, N., Arifin, A., Zulpina, Z., Mahmudah, M., & Syaheed, S. M. (2025b). RELIGIOUS DRAMA CONTROVERSY: The Impact of Bidaah on Islamic Pedagogy and Media Literacy. MIQOT: Jurnal Ilmu-Ilmu Keislaman, 49(2), 314. https://doi.org/10.30821/miqot.v49i2.1407
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Teaching the Art of Introduction: Barāʾat al-Istihlāl as a Strategy in Arabic Language Pedagogy
<p>In Arabic language pedagogy, students often demonstrate adequate grammatical accuracy yet struggle to produce introductions that are thematically coherent, rhetorically engaging, and contextually appropriate, reflecting a limited integration of classical rhetorical principles in modern writing instruction. This study explores the pedagogical value of Barāʾat al-Istihlāl, a classical rhetorical device traditionally used in Arabic literature to craft meaningful openings, within the context of modern Arabic language teaching. Conducted at Pondok Pesantren Darullughah Wadda’wah with 30 male Aliyah-level students, the research employed a qualitative design involving classroom observations, focus group discussions, and interviews. Findings reveal that practicing rhetorical openings not only enhanced students’ ability to write coherent and stylistically engaging introductions but also enriched their vocabulary, with learners acquiring ten to fifteen new lexical items per session. Furthermore, the practice cultivated emotional sensitivity, training students to align openings with appropriate moods and contexts such as using uplifting language for joyful occasions or solemn expressions for serious ones thereby fostering both linguistic awareness and rhetorical taste (al-Ḥass al-Lughawī wa al-Dhawq al-Balāghī). The study concludes that Barāʾat al-Istihlāl is a powerful pedagogical strategy that bridges classical rhetorical heritage with contemporary education, offering dual benefits for written composition and oral communication. Implications suggest its integration into writing classes and public speaking training to enhance students’ linguistic competence, cultural sensitivity, and persuasive ability.</p>
https://creativecommons.org/licenses/by-sa/4.0
Menik Mahmudah, Nur Hanifansyah, Nur Aunie Batrisya
2026
Arabic pedagogy
Barāʾat al-Istihlāl
Rhetorical awareness
Vocabulary enrichment
Menik
Mahmudah
Sekolah Tinggi Agama Islam Al Yasini
ID
menikmahmudah.pba.alyasini@gmail.com
https://orcid.org/0009-0001-1760-0665
Nur
Hanifansyah
Universitas Islam Internasional Darullughah Wadda'wah
ID
nurhanifansyah@uiidalwa.ac.id
https://orcid.org/0000-0003-1669-3027
Nur Aunie
Batrisya
International Islamic University Malaysia
MY
aunie.batrisya@student.iium.edu.my
170
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0
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Hanifansyah, N., Arifin, A., Zulpina, Z., Mahmudah, M., & Syaheed, S. M. (2025). RELIGIOUS DRAMA CONTROVERSY: The Impact of Bidaah on Islamic Pedagogy and Media Literacy. MIQOT: Jurnal Ilmu-Ilmu Keislaman, 49(2), 314. https://doi.org/10.30821/miqot.v49i2.1407
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10.23971/jallt.v4i1.402
An Analysis of the Use of Transitive and Intransitive Verbs in Arabic: A Quantitative Descriptive Study of University Students in Malaysia
تحليل استخدام الأفعال المتعدية واللازمة في اللغة العربية: دراسة وصفية كمية لطلبة جامعة بماليزيا
<p>This study addresses a research gap concerning the limited empirical evidence on learners’ understanding and use of transitive and intransitive verbs in Arabic as a foreign language, particularly within the Malaysian higher education context. The study aims to examine students’ levels of comprehension and usage patterns of these verb types, as well as to identify related morphological difficulties. Adopting a quantitative descriptive approach, data were collected through a questionnaire administered to 91 undergraduate students enrolled in the LG 242 course at Universiti Teknologi MARA (UiTM), Malaysia. The data were statistically analyzed using SPSS, focusing on mean scores and standard deviations to determine students’ levels of understanding and usage. The findings indicate that students demonstrate a generally high level of understanding of transitive and intransitive verbs, with mean scores ranging from 3.60 to 4.14. However, persistent difficulties were identified in accurately distinguishing between the two verb types, largely due to insufficient mastery of Arabic morphological systems. The novelty of this study lies in its integration of morphological understanding with the functional use of verbs in daily communication, an aspect that has received limited attention in previous research. The findings contribute to the literature on Arabic language pedagogy and offer practical implications for enhancing instructional and assessment strategies in teaching Arabic morphology at the tertiary level.</p>
https://creativecommons.org/licenses/by-sa/4.0
Mohamad Rofian Ismail, Aiman Hakim Azemaizan, Azman Che Mat
2026
Arabic Morphology
Arabic as a Foreign Language
Higher Education Context
Learners’ Grammatical Competence
Transitive and Intransitive Verbs
Mohamad Rofian
Ismail
Universiti Teknologi Mara (UiTM)
MY
mohdrofian@uitm.edu.my
Aiman Hakim
Azemaizan
Universiti Teknologi Mara (UiTM)
MY
2022815852@student.uitm.edu.my
Azman
Che Mat
Universiti Teknologi Mara (UiTM)
MY
azman531@uitm.edu.my
<p>Timbalan Rektor (Hal Ehwal Akademik),</p>
<p>Universiti Teknologi Mara, Cawangan Terengganu (Dungun), Malaysia</p>
169
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Abdul Basid, A., Al Lastu Nurul Fatim, A., Jumriyah, & Masrokhin, M. (2022). Revealing transitive verbs in Arabic short stories: A case of tagmemic approach. Jurnal Izdihar: Journal of Arabic Language Teaching, Literature, and Culture, 7(1), 1–15. https://doi.org/10.22219/jiz.v7i1.25627
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Alhroot, M. A., & AlBdairat, B. Y. (2024). The verbal nouns of trilateral transitive verbs within theory and practice in Modern Standard Arabic: A statistical analytical study. Dirasat: Human and Social Sciences, 51(1), 527–539. https://doi.org/10.35516/hum.v51i1.1112
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Harrathi, H., Hached, S., Zerai, Z., Khasawneh, M. A. S., & Tashtoush, M. A. (2024). The effectiveness of cognitive activation strategy in developing oral classical Arabic communication competency among Omani students’ courses. Journal of Statistics Applications and Probability, 13(5), 1431–1445. https://doi.org/10.18576/jsap/130502
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