Non-linguistic problems and their impact on learning speaking skills among Arabic language learners at the International Islamic School in Malaysia

Abstract

Abstract: This study addressed non-linguistic problems and their impact on learning speaking skills among non-native Arabic learners at the International Islamic School in Malaysia. It sought to analyze these problems and propose solutions to address them with the aim of enhancing their ability to speak fluently. The study relied on the descriptive analytical approach, and data were collected through a questionnaire consisting of (20) questions, then statistically analyzed using the SPSS program to achieve the research objectives. The statistical analysis included the arithmetic mean, percentage, and standard deviation. The study population was (207) male and female secondary school students at the school, and they were selected according to the intentional sampling methodology, where participants were identified based on criteria that fit the study objectives. The study concluded with several results, most notably that non-linguistic problems negatively affect students' ability to speak Arabic. The results showed that shyness is one of the main factors that hinder the practice of speaking skills, which negatively affects the level of linguistic fluency in the classroom. The study also showed that students tend to use their mother tongue instead of Arabic in daily communication, which reduces their opportunities for practical practice. In addition, the study indicated a lack of interactive activities inside and outside school, which weakens students' mastery of speaking skills. The study showed that students' linguistic achievement is average in theoretical aspects such as grammar, and weak in learning vocabulary and extracurricular activities. It also emphasized the importance of the educational environment in improving learning speaking skills, stressing the importance of developing the classroom environment and increasing interactive activities. Accordingly, the study recommended enhancing activities that encourage students to use the language in daily life situations, taking into account the different linguistic, cultural and environmental aspects of students. It also emphasized the importance of providing psychological support to students to overcome feelings of shyness and fear and improving curricula to encourage practical practice of the Arabic language.

Keywords: Non-linguistic problems, speaking skills, Arabic language learners, non-native speakers.