Identify Self-Regulation in Arabic Reading Strategy among Non-Native Speakers: An Analytic Study

كشف التنظيم الذاتي في استراتيجيات القراءة باللغة العربية لدى الناطقين بغيرها: دراسة تحليلية

  • Adibah Ahmad Master Student
  • Nik Hanan Mustapha Associate Professor
  • Nadwah Daud Associate Professor
  • Nik Farhan Mustapha Senior Lecturer
Keywords: Self-regulation, Learning, Strategies, Language, Non-Arabic

Abstract

Self-regulation is a powerful boost in driving students' motivation for learning, because it refers to self-generated thoughts, feelings, and behaviors that aim to achieve goals and students become more self-reliant than teachers, and are hard-working to learn because they understand their strengths and weaknesses. Studies in the field of second and foreign language learning have benefited from the concept of self-regulation and its relation with language learning strategies, and it is called self-regulated learning strategies. Hence, this research aims to determine to what extent those students use self-regulated learning strategies to read texts in Arabic, and it is measured based on three basic meta-strategies; planning, observation, and evaluation. This research was based on the qualitative method by using semi-structured interview for data collection and the respondents are six female students majoring in Arabic language from International Islamic University in Malaysia. This research has identified that students used self-regulated learning strategies during reading in Arabic in all aspects of planning, observation and evaluation strategies in which planning is the most strategies used by the respondents. In conclusion, the research recommended that students should be interested in using self-regulation to improve reading skills in Arabic, thus ensuring life-long learning.

ملخص البحث 

يعد التنظيم الذاتي معززًا قويًا في رفع دوافع الطلبة نحو التعلم، وذلك لأنه يشير إلى الأفكار المولدة ذاتيًا، والمشاعر، والسلوكيات التي تتجه إلى تحقيق الأهداف؛ ومنه يصبح الطلبة معتمدين على أنفسهم أكثر من المعلم، ومجتهدين في التعلم؛ لأنهم يدركون مواطن قوتهم وضعفهم. وقد استفادت الدراسات في مجال تعلم اللغة الثانية والأجنبية من مفهوم التنظيم الذاتي وربطه باستراتيجيات تعلم اللغة، وهو ما اصطلح عليه باستراتيجيات التعلم المنظمة ذاتيًا. وفي ضوء ذلك يهدف هذا البحث إلى الوقوف على مدى استخدام الطلبة لاستراتيجيات التعلم المنظمة ذاتيًا في قراءة النصوص باللغة العربية، بحيث يتم القياس على ثلاثة أنماط تسمى الاستراتيجيات الفوقية الرئيسة، وهي: التخطيط، والمراقبة، والتقويم. اعتمد هذا البحث على المدخل الكيفي مستخدمًا المقابلة شبه المقننة في جمع البيانات؛ حيث شاركت ست طالبات متخصصات في اللغة العربية بالجامعة الإسلامية العالمية بماليزيا. وقد توصل البحث إلى أن   الطالبات قد استخدمن استراتيجيات التعلم المنظمة ذاتيًا أثناء القراءة باللغة العربية في جميع مراحلها؛ التخطيط، والمراقبة والتقويم؛ حيث كانت استراتيجيات التخطيط أكثرها استخدامًا لدى العينات. وفي الختام أوصى البحث بضرورة غرس الاهتمام لدى الطلبة في استخدام التنظيم الذاتي لتحسين مهارة القراءة باللغة العربية مما يضمن تحقيق تعلم أفضل على مدى الحياة. 

Author Biographies

Adibah Ahmad, Master Student

Kulliyyah of Islamic Revealed Knowledge and Human Sciences, International Islamic University Malaysia

Nik Hanan Mustapha, Associate Professor

Kulliyyah of Islamic Revealed Knowledge and Human Sciences, International Islamic University Malaysia

Nadwah Daud, Associate Professor

Kulliyyah of Islamic Revealed Knowledge and Human Sciences, International Islamic University Malaysia

Nik Farhan Mustapha, Senior Lecturer

Faculty of Modern Languages, Universiti Putra Malaysia

References

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Published
2020-06-30
How to Cite
Ahmad, A., Mustapha, N. H., Daud, N., & Mustapha, N. F. (2020). Identify Self-Regulation in Arabic Reading Strategy among Non-Native Speakers: An Analytic Study. Al-Qanatir: International Journal of Islamic Studies, 19(1), 29-49. Retrieved from http://al-qanatir.com/index.php/aq/article/view/263