Language Skills Needs, Language Competence, and Readiness for Self-Directed Learning Among Nonnative Speaking Teachers Of Arabic Language
The present study aims at: (a) determining Arabic teachers' extent of needs for language skills, (b) perceived competence in using language skills, and (c) readiness for self-directed learning. Two groups of Arabic teachers, namely, non-native government religious schoolteachers (Sekolah Men...
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| Format: | Thesis |
| Language: | English |
| Published: |
2005
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| Subjects: | |
| Online Access: | http://psasir.upm.edu.my/id/eprint/6508/1/FPP_2005_24.pdf |
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| Summary: | The present study aims at: (a) determining Arabic teachers' extent of needs
for language skills, (b) perceived competence in using language skills, and
(c) readiness for self-directed learning. Two groups of Arabic teachers,
namely, non-native government religious schoolteachers (Sekolah Menengah
Kebangsaan Agama SMKA) and non-native speaking teachers of Arabic of
the Matriculation Center International Islamic University Malaysia (IIUM),
were involved in the study. Approximately, 160 respondents were involved in
the study, 70% were religious schoolteachers and 30% were teachers of the
Matriculation Center IIUM.
A questionnaire was employed to gather data. The results of data analysis
indicated that both schoolteachers and the Matriculation teachers showed
high level of needs for language skills, their perceived language competence
was also high, but they showed moderate level of readiness for self-directed learning. They perceived lower in benefiting from external learning factors
such as learning resources and learning strategies. Schoolteachers showed
higher level of need in language skills, language competence and readiness
for SDL compared to Matriculation teachers. Benefiting from external learning
factors however, was lower for schoolteachers compared to Matriculation.
The results of t-test and ANOVA indicated no significant difference between
Arabic teachers' needs for language skills and language competence in
terms of their training, majors and qualifications. However, there is a
significant difference in readiness for selfdirected learning in terms of
training, but no significant difference in terms of majors and qualifications.
The results of stepwise multiple regression analysis demonstrated a
significant correlation of three independent variables namely, learning
strategies, language competence and teaching experience, with the
dependent variable readiness for SDL.
The findings of the study suggest that any effort by the educational authority
to assist Arabic teachers for their self development has to take into account
their needs, ways to enhance their language competence and ways to
improve their readiness for SDL. |
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