| _version_ |
1860796859371487232
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| building |
INTELEK Repository
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| collection |
Online Access
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| collectionurl |
https://intelek.unisza.edu.my/intelek/pages/search.php?search=!collection407072
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| date |
2024-09-09 15:36:31
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| eventvenue |
Online
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| format |
Restricted Document
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| id |
10455
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| institution |
UniSZA
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| originalfilename |
4460-01-FH03-FKI-21-53510.pdf
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| recordtype |
oai_dc
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| resourceurl |
https://intelek.unisza.edu.my/intelek/pages/view.php?ref=10455
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| spelling |
10455 https://intelek.unisza.edu.my/intelek/pages/view.php?ref=10455 https://intelek.unisza.edu.my/intelek/pages/search.php?search=!collection407072 Restricted Document Conference Conference Paper application/pdf 10 Adobe Acrobat Pro DC 20 Paper Capture Plug-in 1.7 2024-09-09 15:36:31 4460-01-FH03-FKI-21-53510.pdf UniSZA Private Access Gender differences in Arabic language learning beliefs Belief plays an important role in language learning process as positive or negative beliefs can affect students’ motivation. This study was conducted to identify the level and types of beliefs of male and female students towards learning Arabic language. It also examined whether there were gender differences in students’ language learning beliefs. The sample participated in this study were 350 Form Four students (175 males and 175 females) from 12 religious secondary schools in Kedah, Malaysia. Data were collected using a questionnaire adapted from the belief about language learning inventory (BALLI) by Horwitz. The results of descriptive analysis showed that the level of beliefs of the male and female students towards learning Arabic language was at high level as a whole as well as in the five main categories of beliefs. In addition, the results of t-test analysis showed that there was a significant difference in students’ beliefs based on gender as a whole and in the four main categories of beliefs. The female students were found to have a higher level of belief in learning Arabic language than the male students. It is suggested that teachers need to help students set more directed learning goals to ensure that they are more serious and always work hard to strengthen their proficiency in learning Arabic language. iCOLE2021 Online
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| spellingShingle |
Gender differences in Arabic language learning beliefs
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| summary |
Belief plays an important role in language learning process as positive or negative beliefs can affect students’ motivation. This study was conducted to identify the level and types of beliefs of male and female students towards learning Arabic language. It also examined whether there were gender differences in students’ language learning beliefs. The sample participated in this study were 350 Form Four students (175 males and 175 females) from 12 religious secondary schools in Kedah, Malaysia. Data were collected using a questionnaire adapted from the belief about language learning inventory (BALLI) by Horwitz. The results of descriptive analysis showed that the level of beliefs of the male and female students towards learning Arabic language was at high level as a whole as well as in the five main categories of beliefs. In addition, the results of t-test analysis showed that there was a significant difference in students’ beliefs based on gender as a whole and in the four main categories of beliefs. The female students were found to have a higher level of belief in learning Arabic language than the male students. It is suggested that teachers need to help students set more directed learning goals to ensure that they are more serious and always work hard to strengthen their proficiency in learning Arabic language.
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| title |
Gender differences in Arabic language learning beliefs
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| title_full |
Gender differences in Arabic language learning beliefs
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| title_fullStr |
Gender differences in Arabic language learning beliefs
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| title_full_unstemmed |
Gender differences in Arabic language learning beliefs
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| title_short |
Gender differences in Arabic language learning beliefs
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| title_sort |
gender differences in arabic language learning beliefs
|