Predicting Self-Regulated Learning Among Non-Arab Students in Learning Arabic Language: Contributions of Teaching Effectiveness

Abstract

Self-regulated learning is a combination of the metacognitive, motivational, and behavioural aspects for student to achieve their learning goals. Previous studies have found that self-regulated learning can make students autonomous in their learning without relying on teachers. Without the ability to learn on their own can lead students to become passive in learning process because Arabic language is a challenging subject to them. Therefore, this study investigates teaching effectiveness in predicting self-regulated learning among non-Arab students. The quantitative approaches used and the data collected with SETERS and MSLQ as the research instruments. 542 non-Arab students in Malaysia have been participated in this study from various schools. The data processed by multiple regression analysis using SPSS. Overall, this study found that teaching effectiveness significantly predicts self-regulated learning. Therefore, teachers need to ensure that the information delivery of the lesson is effectively conveyed to the students to stimulate self-regulated learning in Arabic language learning.