The Relationship between Language Attitude and Communicative Performance in Arabic Language Learning

Fatwa Arifah; Puti Zulharby; Haniah Haniah; Abeer Salaheldin Heider

doi:10.32332/an-nabighoh.v28i1.21-46

Authors

Fatwa Arifah State University of Jakarta https://orcid.org/0000-0001-6316-3075
Puti Zulharby State University of Jakarta https://orcid.org/0000-0003-3814-9575
Haniah Haniah Universitas Islam Negeri Alauddin Makassar
Abeer Salaheldin Heider Qatar University

DOI:

https://doi.org/10.32332/an-nabighoh.v28i1.21-46

Keywords:

Language Attitude, Communicative Performance, Arabic Language Learning, Mixed Method, Higher Education

Abstract

Background: Arabic language learning in Indonesian higher education occupies a distinctive position because it is linked not only to academic development but also to religious and cultural identity. Despite generally positive attitudes toward Arabic, many students continue to struggle with utilizing the language effectively in authentic communication. Research Objectives: This study aims to examine and explain the relationship between students’ language attitudes and their communicative performance in Arabic learning. Methodology: This study employed an explanatory sequential mixed-methods design. The quantitative phase involved 166 students from the Arabic Language Education programs at Universitas Negeri Jakarta and UIN Alauddin Makassar, selected through purposive sampling. Data were collected using a 30-item Likert-scale questionnaire and analysed through descriptive statistics, Pearson correlation, and ANOVA. The qualitative phase involved semi-structured interviews with selected participants; these data were thematically analyzed to explain the quantitative findings. Results: The results revealed a strong and statistically significant positive correlation between language attitude and communicative performance (r = 0.650, p < 0.01). Although 57.8% of students demonstrated highly positive attitudes toward Arabic, only 17.5% achieved high communicative performance. The qualitative findings further indicated that communicative performance was influenced by educational background, institutional environment, confidence, and opportunities for authentic interaction. Unique Contribution: This study contributes empirical evidence to the literature on language attitude and communicative behaviour by examining Arabic language learning in the underexplored context of Indonesian higher education through a mixed-methods approach. Conclusion: While positive language attitudes provide a crucial foundation for Arabic proficiency, their pedagogical impact is contingent upon the availability of communicative, interactive, and contextually meaningful learning environments. Recommendations: Further studies are recommended to examine additional contextual and affective variables, such as anxiety, classroom interaction, and willingness to communicate, that may mediate the relationship between language attitude and communicative performance.

Downloads

Download data is not yet available.

Author Biographies

Fatwa Arifah, State University of Jakarta

Fatwa Arifah is a Lecturer at Universitas Negeri Jakarta, specialising in Arabic Language Education. She holds a Doctoral degree in Arabic Language Education from UIN Syarif Hidayatullah, Jakarta, Indonesia. Currently, she is a Lecturer at Universitas Negeri Jakarta, focusing on Arabic Language Education; Curriculum, Teaching Material Development, Critical Discourse Analysis, Gender and Language, Ideology and Language. Fatwa Arifah has extensive experience in Arabic language education and teacher professional development, with a particular focus on language attitude, communicative competence, curriculum innovation, Gender and Ideology in language teaching, and digital pedagogy. In addition to her research, Fatwa Arifah is actively involved in teaching, mentoring, and serving as Lecturer at Universitas Negeri Jakarta, she also serves as an Assessor for the LAMDIK Accreditation Board. She can be contacted at fatwa.arifah@unj.ac.id.
Puti Zulharby, State University of Jakarta

Puti Zulharby is a lecture at Universitas Negeri Jakarta, specialising in Teaching Methodology of Arabic. She holds a Ph.D. in The Science of Language Education from Universitas Negeri Jakarta. Currently, she is a researcher at Universitas Negeri Jakarta, focusing on language teaching and linguistic studies. Puti Zulharby has extensive experience in field of language education, with a particular focus on Arabic teaching methodology. In addition to her research, Puti Zulharby is actively involved in teaching, mentoring, or other professional activities, serving as team for academic development at Universitas Negeri Jakarta. She can be contacted at puti.zulharby@unj.ac.id.
Haniah Haniah, Universitas Islam Negeri Alauddin Makassar

Haniah is a Associate Professor at Universitas Islam Negeri Alauddin Makassar, Indonesia, specialising in arabic Language Education. She holds a Doctoral degree in Arabic Language Education from Universitas Islam Negeri Maulana Malik Ibrahim Malang, Indonesia. Currently, she is a Associate Professor at Universitas Islam Negeri Alauddin Makassar, Indonesia, focusing on Arabic Language Education, Teaching Material Development, Arabic Learning Technology, Arabic Stylistic and Rhetoric, Arabic Linguistic . Haniah has extensive experience in Arabic Language Education, with a particular focus on Teaching Material Development, Communication Performance in Arabic Language, Digital Pedagogy, Arabic Stylistic and Rhetoric, Arabic Linguistic. In addition to her research, Haniah is actively involved in teaching, mentoring, and serving as associate professor at Universitas Islam Negeri Alauddin Makassar, Indonesia, she also serves as an Assessor for The Majelis Masyayikh Acreditation Board. She can be contacted at haniah@uin-alauddin.ac.id.
Abeer Salaheldin Heider, Qatar University

Abeer Salaheldin Heider is a is a lecturer at the Arabic for Non-Native Speakers Center (ANNS), Qatar University. She holds a Ph.D. in Teaching Arabic as a Second Language from the Islamic University of Minnesota, USA, with a research focus on integrating technology, games, and interactive activities into Arabic language teaching. Heider has over 20 years of experience in the fields of Arabic language education, educational psychology, and teaching methodologies, with a particular emphasis on technology-enhanced learning and game-based instruction. Her academic and professional interests include curriculum innovation, learner motivation, and the use of digital tools to promote communicative competence among Non-Native learners of Arabic. She currently serves as a lecturer at Qatar University, contributing to the development of Arabic language curricula and teacher training programs. She can be contacted at abeer.heider@qu.edu.qa.

References

Aatif, Mohammed. “Attitude and Motivation of Arab Learners Learning Chinese Language in China.” International Journal of Chinese Education 11, no. 1 (2022): 2212585X221089103. https://doi.org/10.1177/2212585X221089103. DOI: https://doi.org/10.1177/2212585X221089103

Abdelsayed, Ibraam, and Martina Bellinzona. “Language Attitudes among Second-Generation Arabic Speakers in Italy.” Languages 9, no. 8 (2024): 262. https://doi.org/10.3390/languages9080262. DOI: https://doi.org/10.3390/languages9080262

Abu-Qtaish, Huda Yahya. “The Effectiveness of Community Integration Activities for Practicing Colloquial Language in Developing Communicative Competence among Non-Native Arabic Language Learners in Jordan.” Jordanian Educational Journal 10, no. 4 (2025): 279–94. https://doi.org/10.46515/jaes.v10i4.1795. DOI: https://doi.org/10.46515/jaes.v10i4.1795

Abushihab, Eiman, Haitham Alkhateeb, Rasha Alkhateeb, and Bataul Alkhateeb. “Motivation and Attitudes toward Learning Arabic as a Second Language: A Study of Arab-American and Arab-Expatriate Middle School Students in the U.S. and Qatar.” Dibon Journal of Languages 1, no. 1 (2025): 3–23. https://doi.org/10.64169/djl.32. DOI: https://doi.org/10.64169/djl.32

Afrianingsih, Baiq Intan, Naifah, Nur Laila Azizah, Siti Sanah, and Muhammad Athif Audl Ramadlan. “Characteristics of Arabic Language Learning in Indonesia Era 4.0.” Mantiqu Tayr: Journal of Arabic Language 5, no. 1 (2025): 1–23. https://doi.org/10.25217/mantiqutayr.v5i1.5098. DOI: https://doi.org/10.25217/mantiqutayr.v5i1.5098

Ahmed, Mahdi Aben. “Attitudes of Medical Sciences’ Students towards English Language Learning: A Case Study of Health Sciences Colleges in Saudi Arabia.” International Journal of Linguistics and Translation Studies 3, no. 1 (2022): 10–19. https://doi.org/10.36892/ijlts.v3i1.209. DOI: https://doi.org/10.36892/ijlts.v3i1.209

Ahmed, Ohod Faisal. “Exploring Language Attitudes and Identity Construction in Arabic Diglossia.” Translation and Linguistics (Transling) 4, no. 2 (2024): 120. https://doi.org/10.20961/transling.v4i2.89497. DOI: https://doi.org/10.20961/transling.v4i2.89497

Ajape, Kazeem Oluwatoyin, Morufudeen Adeniyi Shittu, and Taofik Olalekan Yusuf. “Communicative Language Approach (CLT) to the Teaching and Learning of Arabic Language in Nigerian Universities.” IJUS | International Journal of Umranic Studies 6, no. 2 (2023): 59–73. https://doi.org/10.59202/ijus.v6i2.738. DOI: https://doi.org/10.59202/ijus.v6i2.738

Alhamami, Munassir. “Language Learners’ Attitudes Toward Online and Face-To-Face Language Environments.” Frontiers in Psychology 13 (July 2022): 926310. https://doi.org/10.3389/fpsyg.2022.926310. DOI: https://doi.org/10.3389/fpsyg.2022.926310

Alkohlani, Fatima A. “The Problematic Issue of Grammatical Gender in Arabic as a Foreign Language.” Journal of Language and Cultural Education 4, no. 1 (2016): 17–28. https://doi.org/10.1515/jolace-2016-0002. DOI: https://doi.org/10.1515/jolace-2016-0002

AlMansour, Nasser. “Effect of Attitude on Foreign Language Acquisition: Arabic Pronunciation as Case Study.” Arab World English Journal 7, no. 1 (2016): 310–25. https://doi.org/10.24093/awej/vol7no1.18. DOI: https://doi.org/10.24093/awej/vol7no1.18

Al-Masa’feh, Aysheh Ahmad Abd-Alkrim. “Students’ attitudes towards teaching the Curricula of Arabic language using e-learning methods.” Humanities & Natural Sciences Journal 4, no. 6 (2023): 57–62. https://doi.org/10.53796/hnsj466. DOI: https://doi.org/10.53796/hnsj466

Alrabai, Fakieh. “Modeling the Relationship between Classroom Emotions, Motivation, and Learner Willingness to Communicate in EFL: Applying a Holistic Approach of Positive Psychology in SLA Research.” Journal of Multilingual and Multicultural Development 45, no. 7 (2024): 2465–83. https://doi.org/10.1080/01434632.2022.2053138. DOI: https://doi.org/10.1080/01434632.2022.2053138

Alsaedi, Naif. “Universal Grammar Theory and Language Acquisition: Evidence from the Null Subject Parameter.” International Journal of Linguistics 9, no. 3 (2017): 48. https://doi.org/10.5296/ijl.v9i3.11159. DOI: https://doi.org/10.5296/ijl.v9i3.11159

Anandi, Rizki Parahita. “Students’ Attitude and Motivation towards Arabic Language.” International Journal of Arabic Language Teaching 3, no. 02 (2021): 133. https://doi.org/10.32332/ijalt.v3i02.3804. DOI: https://doi.org/10.32332/ijalt.v3i02.3804

Arifah, Fatwa, Mulawarman Hannase, Puti Zulharby, and Ari Khairurrijal Fahmi. “Is Arabic a Sacred Language or a Foreign Language?: A Survey of Muslim Student’s Belief in Non-Islamic Higher Education in Indonesia.” In Proceedings of the 7th International Conference on Language, Literature, Culture, and Education (ICOLLITE 2023), vol. 832. Advances in Social Science, Education and Humanities Research. Atlantis Press International BV, 2024. https://doi.org/10.2991/978-94-6463-376-4_21. DOI: https://doi.org/10.2991/978-94-6463-376-4_21

Bahy, Moh. Buny Andaru, Moh. Ainin, Abdul Wahab Rosyidi, Aulia Rahman, Muhammad Syaifullah, and Abdul Wahab Naf’an. “Digitalization of Arabic Language Textbook Based on Communicative Learning to Improve the Linguistic Competence of Madrasah Tsanawiyah Students.” An Nabighoh 26, no. 1 (2024): 67–78. https://doi.org/10.32332/annabighoh.v26i1.67-78. DOI: https://doi.org/10.32332/annabighoh.v26i1.67-78

Bakri, Yasmin, and Michal Tannenbaum. “Language Anxiety, Willingness to Communicate, and Achievements: The Case of Palestinian Students in Israeli Universities.” Journal of Language and Social Psychology 44, no. 2 (2025): 149–69. https://doi.org/10.1177/0261927X251314956. DOI: https://doi.org/10.1177/0261927X251314956

Beamud, Marta Del Pozo. “Affective Variables and Gender in SLA in Primary Education.” Lenguaje y Textos, no. 56 (December 2022): 25–37. https://doi.org/10.4995/lyt.2022.18820. DOI: https://doi.org/10.4995/lyt.2022.18820

Burgos, Marinel Vergara. “Second Language Learners’ Behavioral, Cognitive, and Emotional Attitudes Toward the Language and Their Second Language Competencies.” American Journal of Education and Technology 2, no. 4 (2023): 1–4. https://doi.org/10.54536/ajet.v2i4.2006. DOI: https://doi.org/10.54536/ajet.v2i4.2006

Chomsky, Noam. Aspects of the Theory of Syntax. M.I.T. Press, 1965. DOI: https://doi.org/10.21236/AD0616323

Creswell, John W. Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. SAGE, 2014.

Denies, Katrijn, Tomoko Yashima, and Rianne Janssen. “Classroom Versus Societal Willingness to Communicate: Investigating French as a Second Language in Flanders.” The Modern Language Journal 99, no. 4 (2015): 718–39. https://doi.org/10.1111/modl.12276. DOI: https://doi.org/10.1111/modl.12276

Dewi, Udiana Puspa, and Criscentia Jessica Setiadi. “Language Attitude and Language Choice in Bilingual Academic Learning Environment.” Lingua Cultura 12, no. 4 (2018): 369. https://doi.org/10.21512/lc.v12i4.4288. DOI: https://doi.org/10.21512/lc.v12i4.4288

Ghani, Mohammad Taufiq Abdul, Nor Hadisah Mohamed Shalikin, Saipolbarin Ramli, et al. “Enhancing Arabic Communication Proficiency in Malaysian among Malaysian Students: Barriers, Pedagogical Strategies, and Environmental Influences.” Edelweiss Applied Science and Technology 9, no. 7 (2025): 2078–89. https://doi.org/10.55214/2576-8484.v9i7.9093. DOI: https://doi.org/10.55214/2576-8484.v9i7.9093

Hassan, Elsayed Makki Elbishr Ali, Taj Rijal Bin Muhamad Romli, Saipolbarin Bin Ramli Ramli, and Mohammad Taufiq Bin Abdul Ghani. “The Attitudes of Arabic Language Learners towards Learning Arabic for Specific Purposes, Kanar 1 Course, Language Institute, International University of Africa (IUA), Sudan.” International Journal of Religion 5, no. 10 (2024): 5295–308. https://doi.org/10.61707/extmx763. DOI: https://doi.org/10.61707/extmx763

Husein, Alhassan Abdur-Rahim. “Students’ Attitude Towards Arabic Language Varieties: The Case of the Fuṣḥā Arabic.” Practice and Theory in Systems of Education 12, no. 2 (2017): 86–99. https://doi.org/10.1515/ptse-2017-0009. DOI: https://doi.org/10.1515/ptse-2017-0009

Ianos, Maria-Adelina, Ángel Huguet, Judit Janés, and Cecilio Lapresta. “Can Language Attitudes Be Improved? A Longitudinal Study of Immigrant Students in Catalonia (Spain).” International Journal of Bilingual Education and Bilingualism 20, no. 3 (2017): 331–45. https://doi.org/10.1080/13670050.2015.1051508. DOI: https://doi.org/10.1080/13670050.2015.1051508

Ismayilli, Fatime. “The Role of Positive Emotional Atmosphere in Enhancing Foreign Language Acquisition.” Porta Universorum 1, no. 3 (2025): 186–213. https://doi.org/10.69760/portuni.010316. DOI: https://doi.org/10.69760/portuni.010316

Kamil, Murad Mohammed. “Language Attitudes of Iraqi Native Speakers of Arabic: A Sociolinguistic Investigation.” University of Kansas, 2007. https://kuscholarworks.ku.edu/entities/publication/ffaef909-8968-46ef-b241-b37f2999c26a.

Kirilenko, Svetlana V. “Language Attitudes: Sociolinguistic Aspect.” Research Result. Theoretical and Applied Linguistics 10, no. 1 (2024): 17–30. https://doi.org/10.18413/2313-8912-2024-10-1-0-2. DOI: https://doi.org/10.18413/2313-8912-2024-10-1-0-2

Knowles, Jonathan. “Knowledge of Grammar as a Propositional Attitude.” Philosophical Psychology 13, no. 3 (2000): 325–53. https://doi.org/10.1080/09515080050128150. DOI: https://doi.org/10.1080/09515080050128150

Ladegaard, Hans J. “Language Attitudes and Sociolinguistic Behaviour: Exploring Attitude‐behaviour Relations in Language.” Journal of Sociolinguistics 4, no. 2 (2000): 214–33. https://doi.org/10.1111/1467-9481.00112. DOI: https://doi.org/10.1111/1467-9481.00112

Li, Chengchen, and Li Wei. “Language Attitudes: Construct, Measurement, and Associations with Language Achievements.” Journal of Multilingual and Multicultural Development 46, no. 10 (2025): 3324–49. https://doi.org/10.1080/01434632.2022.2137516. DOI: https://doi.org/10.1080/01434632.2022.2137516

Liebscher, Grit, and Jennifer Dailey‐O’Cain. “Contextualizing Language Attitudes: An Interactional Perspective.” Language and Linguistics Compass 11, no. 9 (2017): e12250. https://doi.org/10.1111/lnc3.12250. DOI: https://doi.org/10.1111/lnc3.12250

Mahmoodi, Mohammad-Hadi, and Ismail Moazam. “Willingness to Communicate (WTC) and L2 Achievement: The Case of Arabic Language Learners.” Procedia - Social and Behavioral Sciences 98 (May 2014): 1069–76. https://doi.org/10.1016/j.sbspro.2014.03.518. DOI: https://doi.org/10.1016/j.sbspro.2014.03.518

Maryani, Novy, Ade Arip Ardiansyah, and Ahmad Mohammed Hasan. “Arabic Language Learners as an Example of Their Willingness to Communicate in a Second Language (L2-WTC) Accomplishment.” Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab 16, no. 2 (2024): 463. https://doi.org/10.24042/albayan.v16i2.24312. DOI: https://doi.org/10.24042/albayan.v16i2.24312

Masgoret, A. M., and R. C. Gardner. “Attitudes, Motivation, and Second Language Learning: A Meta–Analysis of Studies Conducted by Gardner and Associates.” Language Learning 53, no. 1 (2003): 123–63. https://doi.org/10.1111/1467-9922.00212. DOI: https://doi.org/10.1111/1467-9922.00212

Mashhura, Yakubova. “Strategies for Enhancing Communication Skills in Language Learners.” International Journal of Pedagogics 4, no. 11 (2024): 47–50. https://doi.org/10.37547/ijp/Volume04Issue11-08. DOI: https://doi.org/10.37547/ijp/Volume04Issue11-08

Mustafawi, Eiman, Kassim Shaaban, Tariq Khwaileh, and Katsiaryna Ata. “Perceptions and Attitudes of Qatar University Students Regarding the Utility of Arabic and English in Communication and Education in Qatar.” Language Policy 21, no. 1 (2022): 75–119. https://doi.org/10.1007/s10993-021-09590-4. DOI: https://doi.org/10.1007/s10993-021-09590-4

Pikri, Faizal. “The Role of the Language Environment in Improving Arabic Learning Abilities.” International Journal of Science and Society 4, no. 2 (2022): 346–54. https://doi.org/10.54783/ijsoc.v4i2.478. DOI: https://doi.org/10.54783/ijsoc.v4i2.478

Qasserras, Lhoussine. “Systematic Review of Communicative Language Teaching (CLT) in Language Education: A Balanced Perspective.” European Journal of Education and Pedagogy 4, no. 6 (2023): 17–23. https://doi.org/10.24018/ejedu.2023.4.6.763. DOI: https://doi.org/10.24018/ejedu.2023.4.6.763

Reishaan, AbdulHussein, and Wia’am Taha. “The Relationship between Competence and Performance: Towards a Comprehensive TG Grammar.” Kufa Journal of Arts 1, no. 2 (2008): 59–35. https://doi.org/10.36317/kaj/2009/v1.i2.6255. DOI: https://doi.org/10.36317/kaj/2009/v1.i2.6255

Rufaiqoh, Elok, Sutiah Sutiah, Samsul Ulum, Muhammad ‘Ainul Yaqin, Ahmad Nuruddin, and Mohammed Ahmed Mohammmed Aloraini. “An Analysis of Arabic Language Curriculum Development in Indonesia.” Jurnal Al-Maqayis 11, no. 1 (2024): 1–16. https://doi.org/10.18592/jams.v11i1.9843. DOI: https://doi.org/10.18592/jams.v11i1.9843

Sarbaini, Albarra, and Novita Rahmi. “Enhancing Arabic Speaking Skills: A Study on Instructional Design, Implementation, and Assessment.” Arabiyatuna: Jurnal Bahasa Arab 8, no. 2 (2024): 641–62. https://doi.org/10.29240/jba.v8i2.10828. DOI: https://doi.org/10.29240/jba.v8i2.10828

Schoneberger, Ted. “A Departure from Cognitivism: Implications of Chomsky’s Second Revolution in Linguistics.” The Analysis of Verbal Behavior 17, no. 1 (2000): 57–73. https://doi.org/10.1007/BF03392956. DOI: https://doi.org/10.1007/BF03392956

Seymour‐Jorn, Caroline. “Arabic Language Learning among Arab Immigrants in Milwaukee, Wisconsin: A Study of Attitudes and Motivations.” Journal of Muslim Minority Affairs 24, no. 1 (2004): 109–22. https://doi.org/10.1080/1360200042000212205. DOI: https://doi.org/10.1080/1360200042000212205

Shaalan, Danya. “Role of Learning Environment in Arabic as a Foreign Language in Saudi Arabia.” Theory and Practice in Language Studies 13, no. 9 (2023): 2186–94. https://doi.org/10.17507/tpls.1309.04. DOI: https://doi.org/10.17507/tpls.1309.04

Solahudeen, Owoyale-Abdulganiy Ibrahim, Babatunde Nurudeen, Aliyu Shehu, and Isiaq Oluwatosin Yahya. “Attitude of Islamic Studies Students towards Learning Arabic Language: Secondary Schools in Asa Local Government.” Jurnal Eduscience 12, no. 2 (2025): 356–65. https://doi.org/10.36987/jes.v12i2.6649. DOI: https://doi.org/10.36987/jes.v12i2.6649

Steinberg, Danny D. “Competence, Performance and the Psychological Invalidity of Chomsky’s Grammar.” Synthese 32, nos. 3–4 (1976): 373–86. https://doi.org/10.1007/BF00484783. DOI: https://doi.org/10.1007/BF00484783

Suleiman, Yasir. “Arab Linguistics, Arabic Linguistics, and Language Ideology.” Journal of Arabic Sociolinguistics 1, no. 1 (2023): 98–122. https://doi.org/10.3366/arabic.2023.0007. DOI: https://doi.org/10.3366/arabic.2023.0007

Taufik, Taufik, Shofi Nafisah, Muhammad Afifudin Dimyathi, and Achmad Yani. “Integration of Communicative Arabic Learning Based on Freedom Thinking Strategy.” Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab 16, no. 1 (2024): 166. https://doi.org/10.24042/albayan.v16i1.20326. DOI: https://doi.org/10.24042/albayan.v16i1.20326

Touqir, Sonia, Touqir Nasir, and Sajid Pervez. “Chomsky’s Contribution to Linguistics A Review.” International Journal of Linguistics and Culture 3, no. 1 (2022): 205–25. https://doi.org/10.52700/ijlc.v3i1.29. DOI: https://doi.org/10.52700/ijlc.v3i1.29

Towairesh, Abdullah Abdulrahman Bin. “Language Attitudes Studies Between the Past and the Present: The Current State of Research in the Arab World and Within the Saudi Context.” International Journal of English Linguistics 11, no. 5 (2021): 19. https://doi.org/10.5539/ijel.v11n5p19. DOI: https://doi.org/10.5539/ijel.v11n5p19

Wang, Chenghao, Xueyun Li, and Bin Zou. “Revisiting Integrated Model of Technology Acceptance Among the Generative AI ‐Powered Foreign Language Speaking Practice: Through the Lens of Positive Psychology and Intrinsic Motivation.” European Journal of Education 60, no. 1 (2025): e70054. https://doi.org/10.1111/ejed.70054. DOI: https://doi.org/10.1111/ejed.70054

Yahya, Yuangga Kurnia, Umi Mahmudah, and Siti Nikmatul Rochma. “Arabic Language as Representation of Muslim Identity in Indonesia.” Lakhomi Journal Scientific Journal of Culture 2, no. 2 (2021): 82–88. https://doi.org/10.33258/lakhomi.v2i2.473. DOI: https://doi.org/10.33258/lakhomi.v2i2.473

Yan, Wenxiao. “An Introduction to Process Tracing as an Innovative Qualitative Research Method to Explore Affective Variables in SLA.” Frontiers in Psychology 13 (January 2023): 984444. https://doi.org/10.3389/fpsyg.2022.984444. DOI: https://doi.org/10.3389/fpsyg.2022.984444

Yusuf, Muhammad, Sri Mulya Rahmawati, and Zulaeha Zulaeha. “The Language Environment in Supporting Arabic Language Learning in Pesantren South Sulawesi.” Bulletin of Science Education 3, no. 2 (2023): 84. https://doi.org/10.51278/bse.v3i2.561. DOI: https://doi.org/10.51278/bse.v3i2.561

Zainol Abidin, Mohamad Jafre, Majid Pour-Mohammadi, and Hanan Alzwari. “EFL Students’ Attitudes towards Learning English Language: The Case of Libyan Secondary School Students.” Asian Social Science 8, no. 2 (2012): p119. https://doi.org/10.5539/ass.v8n2p119. DOI: https://doi.org/10.5539/ass.v8n2p119

Zikriah, Z., and Lailatul Mauludiyah. “Research Trend of Arabic Language Teaching in the World: Systematic Literature Review Based on Scopus Database.” Research and Development in Education (RaDEn) 4, no. 1 (2024): 27–48. https://doi.org/10.22219/raden.v4i1.31847. DOI: https://doi.org/10.22219/raden.v4i1.31847