Identifying demotivating factors for arabic learning in islamic higher education institution.

Abstract

This study investigates the factors contributing to demotivation among students learning Arabic in an Islamic Higher Education Institution (IHEI). Drawing from existing literature on demotivation in language learning, the research aims to fill a gap by specifically examining demotivation in the context of Arabic language education at IHEIs. Through a quantitative research method involving 64 participants from the Foundation Studies Department, the study analyses teacher-related, classroom-related, and student-related factors. Findings reveal that while teacher-related factors are generally perceived positively, certain classroom elements, such as an emphasis on grammar and translation, contribute to demotivation to some extent. However, the most significant demotivation stems from student-related factors, including anxiety, limited self-study techniques, and low self-confidence. These findings underscore the importance of addressing student-related factors to enhance motivation and success in Arabic language learning. The study emphasises the need for tailored support systems, including motivational seminars, peer mentorship, and counseling services, to address students' self-confidence issues and language learning-related anxiety. Additionally, it suggests adopting pedagogical approaches that prioritise individual student needs and preferences to ensure active engagement and enthusiasm. The study concludes by recommending ongoing research and assessment of demotivation factors to inform curriculum development and teaching methods, ultimately fostering a vibrant and inspiring learning environment for Arabic language education at IHEI.