Student Online Learning Readiness as a Significant Predictor of Students' Arabic Proficiency

Abstract

Virtual learning is a process that has been a must in the Covid19 era.  It is an important medium that is a substitute for face-to-face Arabic learning. Students' willingness to pursue online learning and their relationship to achievement need to be studied. Technical competence, social competence with lecturers and friends and communication skills are among the factors that students are prepared to pursue online learning.  However, not much empirical evidence is obtained from studies on the influence of these variables on students’ proficiency in Arabic. Therefore, this study was conducted to analyze the influence of the four factors of online learning readiness on students’ proficiency in Arabic.  In addition, this study also aims to identify the most important factors that need to be given priority. A total of 220 questionnaires were distributed to UiTM Degree students and out of that, 214 data were used after the data cleaning process. The analysis using SmartPLS 3.0 software showed social competence factor with lecturers (β=0.328, t=3.796, p<0.01, f²=0.082) and communication competence (β=0.222, t=2.259, p<0.05, f²=0.042) positively influenced students’ proficiency in Arabic.  Social competence with peers and technical competence were found to have no effect on students’ proficiency in Arabic. Based on the results of IPMA analysis in PLS, social competence with lecturers is the most important factor affecting students’ proficiency in Arabic followed by communication competence factor.  The active contact of students with lecturers, followed by active communication in learning, were the important variables influencing students' motivation to pursue online Arabic learning. In order to achieve more meaningful learning and excellence in Arabic study, both of these criteria must be prioritised.