The Effect of Motivation on Arabic Collocation Knowledge: The Mediating Role of Collocation Learning Strategies

Abstract

Background and Purpose: The role of collocation learning strategies is less of a concern as mediator. Although several correlation studies of bivariate factors have provided the relationship between the variables, many cannot answer the question of how the relationship exists. Also, a lot of studies have taken into account the variables of collocation learning strategies as mediator factors and have not illustrated clearly the relationship between independent variables (motivation) and dependent variables (collocation knowledge). As such, the aim of the present study is to identify the knowledge of Arabic collocation by taking several factors, namely; motivation and collocation learning strategies that have the potential to increase the knowledge of Arabic collocation in Malaysia. 
 
 Methodology: In this study, a cross-sectional design was applied. Simple random sampling was used, where a total of 344 final year Arabic language students from eight public universities in Malaysia took part in the study by completing a set of tests and questionnaires. The data were analyzed using the Partial Least Squares Structural Equation Modeling (PLS-SEM) technique.
 
 Findings: The findings show there is a direct and indirect relationship between motivation variable, collocation learning strategies and collocation knowledge. In addition, the learning strategies factor also serves as a partial mediator.
 
 Contributions: This study suggests that collocation learning strategies play a role in the relationship between motivation and collocation knowledge in the context of Arabic language at higher education level in Malaysia.
 
 Keywords: Collocation learning strategies, motivation, collocation knowledge, Arabic language, public universities.
 
 Cite as: Asbulah, L. H., Aladdin, A., & Sahrim, M. (2020). The effect of motivation on Arabic collocation knowledge: The mediating role of collocation learning strategies. Journal of Nusantara Studies, 5(2), 1-18. http://dx.doi.org/10.24200/jonus.vol5iss2pp1-18

Effect of tasks on learners’ understanding of collocations and its influence on the writing performance of L2 learners

“…If few of these resources are prepared to be employed devoid of ample processing, ample attention can be dedicated to the more challenging components of the task. When it comes to the language performance, it has been noticed that collocations, word combinations or "language chunks" help as readymade resources allowing fluency in language use (Asbulah, Aladdin, & Sahrim, 2020;Pawley & Syder, 1983). Language performance tasks might be considerably easier and more fluent as a result of the prepared language "chunks."…”

Subject-Related As A Significant Demotivating Factor For Non-Muslim Learners Of Arabic As A Foreign Language

“…For some, this has been an enjoyable challenge. To put it another way, this was a source of intrinsic motivation for some (see Deci and Ryan 1985;Noels 2001;Asbulah et al 2020, Ariffin et al 2021.…”

Collocational Competence as a measure of ESL / EFL Competency: A Scoping Review

“…collocation can be viewed as an indicator of high language proficiency, and proficient language users are able to produce natural and native-sounding collocations. Asbulah, Aladdin and Sahrim (2020) argued that collocation mastery is an indication of language fluency. By looking at one's collocational competence, teachers are able to recognise and differentiate those students with high and low language proficiency.…”