Investigating attitude towards role play and its subjective value in predicting Arabic language proficiency among UITM students

Role play activities contribute to learners’ performance if they actively participate in a group. Learners may gain confidence when given a proper and clear role in role play which enhances their motivation levels. This study adopts Byram (2004) resultative and motivational hypothesis and Eccles et...

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Published in:International Journal of Education and Practice
Main Author: Mat A.C.; Awang A.; Nokman A.Z.; Musilehat N.S.; Bakar A.F.; Yusoff M.S.A.
Format: Article
Language:English
Published: Conscientia Beam 2019
Online Access:https://www.scopus.com/inward/record.uri?eid=2-s2.0-85078257857&doi=10.18488%2fjournal.61.2019.74.334.346&partnerID=40&md5=6428956d23b6a26b14766f40acfdc7e6
id 2-s2.0-85078257857
spelling 2-s2.0-85078257857
Mat A.C.; Awang A.; Nokman A.Z.; Musilehat N.S.; Bakar A.F.; Yusoff M.S.A.
Investigating attitude towards role play and its subjective value in predicting Arabic language proficiency among UITM students
2019
International Journal of Education and Practice
7
4
10.18488/journal.61.2019.74.334.346
https://www.scopus.com/inward/record.uri?eid=2-s2.0-85078257857&doi=10.18488%2fjournal.61.2019.74.334.346&partnerID=40&md5=6428956d23b6a26b14766f40acfdc7e6
Role play activities contribute to learners’ performance if they actively participate in a group. Learners may gain confidence when given a proper and clear role in role play which enhances their motivation levels. This study adopts Byram (2004) resultative and motivational hypothesis and Eccles et al. (1983) Expectancy-Value theory as underlying theories to investigate the relationship between attitude toward role play and subjective role play value to account for Arabic language proficiency. The data were analyzed using more recent confirmatory analysis which is now available in SmartPLS 3.2.6 called consistent PLS (PLSc). Using a sample of 331 students from UiTM campuses at Kelantan, Terengganu and Pahang, the analysis showed that these theories support a sound framework for predicting Arabic language proficiency. Additionally, Arabic language proficiency was significantly influenced by attitude towards role play and subjective role play value. Attitude toward role play and subjective role play value are found to be positively influencing Arabic language proficiency. The R2 was measured as 0.308 for Arabic language proficiency. Therefore, it is believed that these findings will be considered as a useful source of information to lecturers, teachers, institutions, and management in supporting role play practices and thus enhancing Arabic language proficiency among UiTM students. © 2019 Conscientia Beam. All Rights Reserved.
Conscientia Beam
23116897
English
Article
All Open Access; Gold Open Access
author Mat A.C.; Awang A.; Nokman A.Z.; Musilehat N.S.; Bakar A.F.; Yusoff M.S.A.
spellingShingle Mat A.C.; Awang A.; Nokman A.Z.; Musilehat N.S.; Bakar A.F.; Yusoff M.S.A.
Investigating attitude towards role play and its subjective value in predicting Arabic language proficiency among UITM students
author_facet Mat A.C.; Awang A.; Nokman A.Z.; Musilehat N.S.; Bakar A.F.; Yusoff M.S.A.
author_sort Mat A.C.; Awang A.; Nokman A.Z.; Musilehat N.S.; Bakar A.F.; Yusoff M.S.A.
title Investigating attitude towards role play and its subjective value in predicting Arabic language proficiency among UITM students
title_short Investigating attitude towards role play and its subjective value in predicting Arabic language proficiency among UITM students
title_full Investigating attitude towards role play and its subjective value in predicting Arabic language proficiency among UITM students
title_fullStr Investigating attitude towards role play and its subjective value in predicting Arabic language proficiency among UITM students
title_full_unstemmed Investigating attitude towards role play and its subjective value in predicting Arabic language proficiency among UITM students
title_sort Investigating attitude towards role play and its subjective value in predicting Arabic language proficiency among UITM students
publishDate 2019
container_title International Journal of Education and Practice
container_volume 7
container_issue 4
doi_str_mv 10.18488/journal.61.2019.74.334.346
url https://www.scopus.com/inward/record.uri?eid=2-s2.0-85078257857&doi=10.18488%2fjournal.61.2019.74.334.346&partnerID=40&md5=6428956d23b6a26b14766f40acfdc7e6
description Role play activities contribute to learners’ performance if they actively participate in a group. Learners may gain confidence when given a proper and clear role in role play which enhances their motivation levels. This study adopts Byram (2004) resultative and motivational hypothesis and Eccles et al. (1983) Expectancy-Value theory as underlying theories to investigate the relationship between attitude toward role play and subjective role play value to account for Arabic language proficiency. The data were analyzed using more recent confirmatory analysis which is now available in SmartPLS 3.2.6 called consistent PLS (PLSc). Using a sample of 331 students from UiTM campuses at Kelantan, Terengganu and Pahang, the analysis showed that these theories support a sound framework for predicting Arabic language proficiency. Additionally, Arabic language proficiency was significantly influenced by attitude towards role play and subjective role play value. Attitude toward role play and subjective role play value are found to be positively influencing Arabic language proficiency. The R2 was measured as 0.308 for Arabic language proficiency. Therefore, it is believed that these findings will be considered as a useful source of information to lecturers, teachers, institutions, and management in supporting role play practices and thus enhancing Arabic language proficiency among UiTM students. © 2019 Conscientia Beam. All Rights Reserved.
publisher Conscientia Beam
issn 23116897
language English
format Article
accesstype All Open Access; Gold Open Access
record_format scopus
collection Scopus
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