Investigating Attitude towards Role Play and its Subjective Value in Predicting Arabic Language Proficiency among UiTM Students

Abstract

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 R 2 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. Contribution/Originality: This study is one of the very few that have investigated motivational factors regarding Arabic language proficiency through active participation in role play activities. The application of recent confirmatory analysis in SmartPLS 3.2.6 provides more reliable results, contributing to the existing body of literature with empirical evidence on language proficiency.

Speaking Skills: What Arabic Language Students Do in Simulation Activity?

“…In this study, simulation activity is defined as "an imitation of certain situation using dialog between students with a short period which created a real situation to perform speaking skills among language learners." From several readings on proposed activities for Arabic language teaching and learning, researchers have identified similar activities such as "Q & A", "Introduce yourself", "Tell about places" and "Greetings" [15], [18]. However, these activities are limited and designed to meet very specific outcomes such as new vocabulary learning, pronunciation of words and phrases use.…”

“…Meanwhile simulation is conducted in pair with minimum two partners will give more opportunity for students to practice their language competency. In the other hand, monitoring and giving feedback become more precise in simulation compared to the group activities [drama or role play] with a large number of participants [18].…”

“…However, this phenomenon could be overcome by creating class activities that may transform negative attitude to positive one. Role play activity was proven to be positively accepted among adult learners and has capability in predicting their proficiency in Arabic speaking skills [18].…”

“…According to the students who participated in this activity, the positive response was that the confidence to speak Arabic was increasing and the vocabulary of Arabic was enriched [29]. Whereby Azman et al [18] carried out the study on the role play among students and their attitude towards the activity. The findings of the study suggested that student's positive attitude toward role play activity will enhance their performance in Arabic learning, especially speaking skills [18].…”

“…Whereby Azman et al [18] carried out the study on the role play among students and their attitude towards the activity. The findings of the study suggested that student's positive attitude toward role play activity will enhance their performance in Arabic learning, especially speaking skills [18]. As mentioned by Wildi and Titin [1], grammatical aspect such as gender agreement is one of the most problematic in oral production.…”