Exploring the Challenges and Strategies of Learning Arabic Language among Primary School Teachers

• Published in: Forum for Linguistic Studies
• Main Author: Daud W.A.A.W.; Ghani M.T.A.; Rahman A.A.; Mohd A.; Mohamad Y.; Ghani H.A.; Mohamed Z.
• Format: Article
• Language: English
• Published: Bilingual Publishing Group 2025
• Online Access: https://www.scopus.com/inward/record.uri?eid=2-s2.0-85215825534&doi=10.30564%2ffls.v7i2.8002&partnerID=40&md5=430e02a35b784f429e9630e2ec71c0cc

Several concerns concerning the acquisition of the Arabic language have been the subject of substantial discussion,one of which is the requirement to take into account a number of different elements. In order to address this issue, the currentstudy conducted a qualitative investigation of the difficulties that primary school children face when attempting to learnArabic, as well as the instructional methods that are utilised by primary school teachers. Interviews with a semi-structuredformat were carried out with 43 primary school teachers in Peninsular Malaysia who were selected through a purposefulsampling process. This guaranteeing a broad representation of experiences was achieved. Complex script, root wordsystem, vowels, homographs, gender and quantity, and cultural context were identified as the six primary obstacles thatwere discovered from the findings that were gathered. In addition, eight different instructional methods were identified,including the utilisation of visual aids, learning environments that provide contextual information, iterative repetition,interactive game-based learning, targeted vocabulary exercises, narrative techniques, collaborative learning models, and theincorporation of technology. The findings of this study showed the significance of adopting a variety of flexible teachingmethodologies in order to effectively cope with the complexity of language acquisition, particularly the Arabic language. © 2025 Bilingual Publishing Group. All rights reserved.