Analyzing the Effectiveness of Learning Motivation in Enhancing Communicative Competence among Learners of Arabic as a Foreign Language in Brunei Darussalam
DOI:
https://doi.org/10.18592/jams.v12i2.17980Keywords:
Motivation, Communicative Arabic, Sultan Sharif Ali Islamic University (UNISSA)Abstract
This study aims to evaluate the effectiveness of the Communicative Arabic course in enhancing students’ learning motivation and engagement in educational activities. Employing a descriptive-evaluative quantitative methodology, the research integrates statistical measurement with a nuanced pedagogical analysis of the psychological and behavioral dynamics associated with language acquisition. 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 a key demographic actively involved in learning Arabic as a foreign language. The study utilized a structured, closed-ended questionnaire developed in alignment with well-established theories in educational psychology, including Self-Determination Theory (Deci & Ryan, 1985), the Theory of Planned Behavior (Ajzen, 2000), and Self-Regulated Learning Theory (Zimmerman, 2002). The instrument’s validity was ensured through expert review, and its reliability was confirmed with a high Cronbach’s Alpha coefficient of 0.89, indicating strong internal consistency and statistical significance. The findings reveal that a significant majority of participants (88.3%) demonstrated high intrinsic motivation toward learning communicative Arabic. Additionally, 93.3% reported positive emotional attitudes toward the course, exhibiting the same high level of active participation in classroom activities (93.3%), alongside a strong commitment to completing homework assignments (91.7%). These indicators reflect the course’s substantial pedagogical effectiveness and its capacity to foster learner motivation and constructive engagement. Such outcomes align with contemporary learner-centered educational paradigms that emphasize meaningful, participatory, and student-driven learning experiences. Based on these results, the study recommends a comprehensive redesign of language curricula to strengthen intrinsic motivational components and collaborative engagement. It further advocates for teacher training programs that equip educators with strategies grounded in student-centered learning principles. Moreover, it calls for the adoption of modern assessment tools focused on measuring self-engagement and cognitive regulation within second and foreign language learning contexts.References
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Copyright (c) 2025 Achmad Yani, Siti Sara Binti Haji Ahmad, Rafidah Binti Abdullah, siti shalihah, Anis Malik Thoha

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