Peranan Motivasi Keyakinan Diri Dan Pendekatan Pembelajaran Dalam Penguasaan Kemahiran Bertutur Bahasa Arab: Suatu Kajian Semakan Sistematik (2022 – 2025)
DOI:
https://doi.org/10.37134/ejoss.vol12.sp2.18.2026Keywords:
Pentaksiran untuk Pembelajaran , Motivasi dan Keyakinan Diri, Kemahiran Bertutur Bahasa ArabAbstract
Kajian ini menyajikan Semakan Literatur Sistematik (SLR) mengenai peranan triad motivasi, keyakinan diri, dan pendekatan pembelajaran yang direka untuk meningkatkan kefasihan kemahiran bertutur bahasa Arab (mahārah kalām, CEFR B2-C1) merentasi pelbagai konteks pendidikan. Semakan menerapkan prosedur PRISMA 2020, termasuk peringkat pengenalan, saringan, kelayakan, dan inklusi. Literatur diambil daripada Scopus dan Google Scholar menggunakan kata kunci berkaitan pedagogi AFL dan triad psikologi-pembelajaran. Jumlah 317,636 artikel ditemui secara awal; 317,073 dikecualikan kerana tidak memfokuskan integrasi triad bertutur AFL atau tidak memenuhi kriteria metodologi dan tematik. Baki 10 kajian diterbitkan 2022–2025 dianalisis secara kualitatif melalui sintesis tematik. Sintesis menunjukkan blended learning, pengajaran rakan sebaya WhatsApp, imbasan budaya, dan multimedia secara konsisten menyumbang kepada peningkatan kelancuran, sebutan, kebolehan pragmatik, dan keyakinan bertutur. Strategi ini selaras dengan Teori Penentuan Diri melalui autonomi (fleksibiliti rakan sebaya), kompetensi (tugasan immersif), dan hubungan (sokongan emosi). Walaupun hasil menjanjikan, jurang penyelidikan kekal, terutamanya kekurangan kajian perbandingan dan penerokaan terhad dalam konteks pendidikan tinggi. Kajian ini menekankan keperluan model integratif hibrid AFL untuk memperkukuh pedagogi bertutur bahasa Arab yang responsif terhadap tuntutan pembelajaran abad ke-21.
This study presents a Systematic Literature Review (SLR) on the role of the triad of motivation, self-confidence, and learning approaches in enhancing Arabic speaking proficiency across diverse educational contexts. The review applied the PRISMA 2020 procedure, including identification, screening, eligibility, and inclusion stages. Literature was retrieved from Scopus and Google Scholar using keywords related to AFL pedagogy and the psychology-learning triad. A total of 317,636 articles were initially identified; 317,073 were excluded because they did not focus on triad integration for AFL speaking skills or did not meet methodological and thematic criteria. The remaining 10 studies published between 2022 and 2025 were analysed qualitatively through thematic synthesis. The synthesis shows that blended learning, WhatsApp peer teaching, cultural immersion, and multimedia consistently contribute to improvements in fluency, pronunciation, pragmatic competence, and speaking confidence. These strategies demonstrate alignment with Self-Determination Theory through autonomy (peer flexibility), competence (immersive tasks), and relatedness (emotional support). Despite these promising results, research gaps remain, particularly the lack of comparative studies and limited exploration in higher education contexts. The study underscores the need for integrative hybrid AFL models to strengthen Arabic-speaking pedagogy responsive to twenty-first-century learning demands.
KEYWORDS: Assessment for Learning, Motivation and Self-Confidence, Arabic Speaking Skills
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Copyright (c) 2026 Zulailawati Saufi, Kamarulzaman Abdul Ghani, Muhammad Saiful Anuar Yusoff, Nurul Iman Ahmad Bukhari
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