INVESTIGATING THE EFFECTIVENESS OF COLLABORATIVE LEARNING STRATEGIES IN MASTERING THE ARABIC LANGUAGE

Abstract

This study examines the language proficiency benefits of two
collaborative learning strategies in relation to student
engagement. The quantitative design collected data
through stratified random sampling from 200 Arabic students at UiTM Johor. A five-point Likert scale questionnaire was implemented to assess collaborative learning strategies, student engagement, and Arabic language proficiency. Data were analysed through descriptive and inferential statistics, correlation, and Cronbach's Alpha reliability in SPSS. Collaborative learning strategies foster greater levels of Arabic Language proficiency in speaking, listening, and writing skills. In language tasks, the active participants in group activities such as discussion, peer assessment, and problem-solving outperform their counterparts. Collaborative learning enhances critical thinking, active participation, and self-motivation. Factors conducive to student engagement
include peer interaction and learner autonomy. The results
demonstrate the need for collaborative learning techniques
while teaching Arabic to create more attractive and
interesting learning environments. Although these strategies
are certainly successful, further research needs to see how
extraneous variables may influence their effectiveness and
how long such success will last. Thus, this study emphasizes
the possibility of cooperative learning working toward the
attainment of better quality language education and
student performance.