Dalwa Review of Language and Literacy

The Dynamic Interplay of Foreign Language Enjoyment and Boredom in Arabic Classrooms: A Mixed-Methods Study on Learner Engagement

2026-05-05T06:35:51+00:00

Foreign Language Enjoyment (FLE) and Foreign Language Boredom (FLB) have emerged as central emotional constructs in positive psychology-oriented second language acquisition (SLA) research. Yet their dynamic interplay remains underexplored, particularly in non-European, liturgically significant language contexts such as Arabic. This mixed-methods study investigates fluctuating patterns of FLE and FLB among 142 undergraduate Arabic-as-a-Foreign-Language (AFL) learners at an Indonesian Islamic university across one semester. Using a convergent parallel design, a newly adapted enjoyment-boredom scale was combined with semi-structured interviews and reflective journals. Multilevel modeling revealed a robust negative within-person association between FLE and FLB, with substantial individual variability. Qualitative analysis identified five thematic triggers: script and phonological complexity, teacher immediacy behaviors, task meaningfulness, Islamic-cultural identity alignment, and interactional opportunity. Findings demonstrate that enjoyment and boredom are temporally sensitive, context-embedded phenomena rather than simple opposites, responding to micro-level pedagogical and social triggers. Implications for AFL classroom practice and the broader study of emotion dynamics in less-commonly taught languages are discussed.

Implementing Project-Based Learning to Enhance EFL Students’ Speaking Skills in Higher Education

2026-05-05T06:38:15+00:00

Project-Based Learning (PBL) has gained considerable traction as an active, learner-centred pedagogical approach in English as a Foreign Language (EFL) education, yet systematic evidence of its effectiveness for speaking skill development in Indonesian higher education remains limited. This quasi-experimental study investigated the impact of a structured eight-week PBL intervention on the speaking proficiency of 60 undergraduate EFL students at a state Islamic university in East Java, Indonesia. Participants were assigned to an experimental group (n = 30) receiving PBL instruction and a control group (n = 30) receiving conventional lecture-based instruction. Speaking performance was assessed using a validated rubric across five criteria: fluency, pronunciation, vocabulary, grammar, and content organisation. Independent-samples t-tests and ANCOVA revealed that the experimental group achieved significantly higher post-test scores (M = 78.6, SD = 5.7) than the control group (M = 67.2, SD = 6.1), with a large effect size (d = 0.73, p < .001). Fluency and vocabulary demonstrated the most pronounced gains. Thematic analysis of student reflection journals and semi-structured interviews identified four facilitating mechanisms: authentic communicative purpose, collaborative scaffolding, iterative feedback cycles, and identity investment in real-world outcomes. These findings affirm PBL as a pedagogically robust approach for fostering speaking proficiency in EFL higher education contexts and carry implications for curriculum design, teacher professional development, and language policy.

Arabic Language Education Students’ Perceptions of the Use of Artificial Intelligence (AI) in Arabic Language Learning

2026-05-05T06:39:10+00:00

Advances in digital technology, particularly Artificial Intelligence (AI), have brought significant changes to the world of education, including language learning. The use of AI offers various benefits, such as access to a wide range of learning resources, instant feedback, and support for understanding material in a more interactive way. This study aims to examine the perceptions of students in the Arabic Language Education Program regarding the use of artificial intelligence in the Arabic language learning process. This study employs a quantitative approach using a survey method. Data were collected via a questionnaire distributed to Arabic Language Education students at a university. The research instrument is designed to measure several aspects of students' perceptions. AI is one of these instruments that has benefits in enhancing material comprehension. The effectiveness of AI in supporting Arabic language skills, and the potential challenges in its use. The research results indicate that the majority of students have a positive perception of the use of AI in Arabic language learning. Students believe that AI technology can assist in understanding vocabulary, grammar, as well as improve reading and writing skills in Arabic. Furthermore, the use of AI is also considered capable of enhancing learning motivation because it provides more flexible and interactive learning. However, some students also expressed concerns regarding reliance on technology and the potential reduction in direct interaction between instructors and students. Based on these findings, it can be concluded that artificial intelligence has great potential as a supportive medium in Arabic language learning at universities. However, its utilization needs to be balanced with appropriate pedagogical strategies so that the technology can be used optimally without diminishing the role of educators in the learning process.. This study is expected to contribute to the development of technology-based learning innovations, particularly in the field of Arabic language education.

Arabic Language in Political Discourse: A Sociolinguistic Analysis of the 2024 Malang Mayoral Candidate Debate

2026-05-05T06:40:05+00:00

This study examines the use of Arabic language in the 2024 Malang mayoral candidate debate through the perspectives of sociolinguistics and Critical Discourse Analysis (CDA). Language in political discourse functions not only as a means of communication, but also as a symbolic instrument for constructing identity, ideology, and political legitimacy. In the Indonesian context, Arabic is strongly associated with piety, moral authority, and Islamic identity. This study aims to analyze the forms, functions, and ideological dimensions of Arabic language use by candidates in constructing political images and building closeness with Muslim voters. This research employs a descriptive qualitative approach using a sociolinguistic discourse analysis design combined with Norman Fairclough’s CDA model. The data consist of candidates’ utterances containing Arabic elements, such as words, phrases, greetings, prayers, and hadith quotations in the 2024 Malang local election public debate. Data sources were obtained from debate recordings broadcast on the YouTube channels of City Guide 911 FM, Harian Surya, and TV9. Data were collected through observation, transcription, note-taking, and classification, then analyzed through the dimensions of text, discursive practice, and social practice. The findings show that Arabic was used not merely as a religious expression, but as a political communication strategy embedded with symbolic and ideological meanings. Arabic was employed to construct an image of piety, strengthen moral legitimacy, and emphasize closeness to Muslim voters. The practice of code-switching into Arabic also represented the construction of political identity and power. Within the CDA framework, language functions as a tool of symbolic hegemony to shape political images and influence public perception. Thus, Arabic played a dual role as a marker of Islamic identity and an instrument of political legitimacy. This study concludes that language politics in the public sphere is an arena of interaction between values, identity, and power. The use of Arabic in the Malang local election confirms that language is not merely a means of communication, but also a strategic resource for building trust and social legitimacy.

Evaluating the Test of Arabic as a Foreign Language (TOAFL) Graduation Requirement Policy in Higher Education: Students Perspectives

2026-05-05T06:41:00+00:00

The Test of Arabic as a Foreign Language (TOAFL) graduation requirement policy in Indonesian Islamic universities has attracted increasing academic attention. This study evaluates the implementation of the TOAFL policy from students' perspectives, encompassing their perceptions of policy relevance, barriers encountered during preparation, and the policy's impact on Arabic language learning motivation. A mixed-methods design was employed, combining a validated 48-item questionnaire administered to 312 active students at five state Islamic universities across Indonesia with semi-structured interviews conducted with 24 purposively selected participants. Quantitative data were analysed using multiple linear regression, MANOVA, and one-way ANOVA with Bonferroni post-hoc correction; qualitative data were subjected to reflexive thematic analysis. Findings indicate that the majority of students (67.3%) acknowledge TOAFL's relevance for linguistic competence development, yet a significant gap exists between the quality of classroom Arabic instruction and the competence standards demanded by the examination. Access to learning resources, instructor qualifications, and examination frequency significantly predicted students' TOAFL attainment. Psychometric reviews of the TOAFL instrument within the CEFR framework (Anggara, 2026) further indicate that the instrument requires systematic refinement to align with internationally recognised language proficiency standards. The study recommends policy reforms encompassing strengthened instructional infrastructure, standardisation of Arabic instruction, and contextually sensitive revision of passing thresholds.

Neuro-Pragmatic Patterns in AI-Mediated Arabic–English Interaction: Rethinking Meaning Construction in Digital Dialogues

2026-05-08T08:50:00+00:00

The transformation of communication in the digital era has shifted human interaction toward technology-mediated engagement, where Artificial Intelligence (AI) now functions as an active "digital actor" mediating the construction of meaning. This study aims to analyze how meaning is reconstructed in Arabic-English bilingual interactions mediated by AI through a neuro-pragmatic approach. Employing a descriptive qualitative method, the research relies on a digital corpus of interactions between bilingual speakers and the ChatGPT and Gemini platforms, collected via purposive sampling and Computer-Mediated Discourse (CMD) 2.0 simulations. The primary findings indicate a paradigm shift from intersubjectively negotiated meaning toward algorithmically predicted meaning. The study identifies the phenomenon of Algorithmic Mimicry, where users cognitively adjust their communicative strategies by simplifying linguistic structures to align with machine processing logic. Furthermore, the research uncovered Contextual Amnesia in AI, referring to the system's failure to maintain semantic coherence during rapid code-switching. Theoretically, this study contributes an integrative model bridging neurocognitive aspects with digital pragmatic realities, emphasizing the importance of developing pragmatic competence to navigate the "hidden agency" of AI algorithms.

The Epistemology of Language Origins and Its Implications for Classical and Modern Linguistic Studies An Analysis of Ibn Jinni’s Thought

2026-05-05T06:36:53+00:00

This study examines the epistemology of language origin (wadh‘ al-lughah), aiming to analyze the debate between language as divine endowment (tawqīfī) and as human convention (iṣṭilāḥī), while also exploring Ibn Jinni’s epistemological position and its relevance to modern linguistics. The research employs a qualitative library-based approach using descriptive-analytical and comparative methods across classical texts and modern linguistic literature. The findings reveal three main typologies of language origin theories: divine, conventional, and naturalistic (hikāyat al-aṣwāt). Ibn Jinni adopts an integrative stance that combines divine elements with human agency, offering a balanced perspective. Language is shown to emerge through social interaction, negotiation of meaning, and collective legitimation. The study also identifies parallels between classical debates and modern linguistic theories such as arbitrariness, pragmatics, and social construction of language. In conclusion, the epistemology of language is a multidimensional phenomenon that cannot be explained by a single framework. An integrative approach provides significant contributions in bridging classical and modern traditions and offers new directions for comprehensive linguistic inquiry.