arabic-language-education
Filtering by topic arabic-language-education(1)Clear all filters
- PaperEdArXiv (OSF Preprints)20 Jul 2026
A Dimensional Analysis Of Self-Regulated Learning Among Arabic Language Education Students
Muhammad Azhar
A study of 177 Arabic language education students found that self-regulated learning (SRL) levels were moderately high to high, with the highest levels in final-semester students and no significant gender differences. The strongest SRL dimension was utilization of learning resources, while planning and language learning strategies were weaker. The findings suggest a need to strengthen operational planning and cognitive-linguistic strategies to promote balanced SRL development.
Original abstract
Self-Regulated Learning (SRL) is a critical factor in successful foreign language learning, particularly in Arabic, which is characterized by high linguistic complexity and limited exposure outside the classroom. This study aims to comprehensively examine the level and characteristics of self-regulated learning among students enrolled in an Arabic Language Education program within the context of higher education. A quantitative approach with a descriptive–explanatory design was employed. Data were collected using a five-point Likert-scale SRL questionnaire encompassing eight dimensions: learning planning, language learning strategies, self-monitoring, regulation of motivation and perseverance, time management and learning environment, utilization of learning resources, help-seeking and feedback, and self-reflection and evaluation. The participants consisted of 177 active students from the Arabic Language Education program. Data analysis was conducted using descriptive statistics and the Kruskal–Wallis test. The findings indicate that students’ overall SRL levels range from moderately high to high; however, considerable variation exists across dimensions and academic semesters. The highest levels of SRL were observed among students in the final semesters, whereas students in the early and middle semesters demonstrated relatively lower levels. No statistically significant gender differences in SRL were identified. The most dominant dimension was the utilization of learning resources, followed by self-monitoring and motivational regulation, while learning planning and Arabic language learning strategies emerged as comparatively weaker dimensions. These findings highlight the need to strengthen operational planning skills and cognitive-linguistic strategies to promote a more balanced and sustainable development of SRL among Arabic Language Education students.