Challenges in learning Arabic poetry and prose among Malay students: a descriptive analytical study in Arabic as a foreign language

Ahmad H.Osman, Rahmah and Hisamuddin Fuad, Fatin Rauzani and Yaapar, Md. Salleh and Hamawiya Ali, Adham and Che Amran, Aisyah Aminah (2025) Challenges in learning Arabic poetry and prose among Malay students: a descriptive analytical study in Arabic as a foreign language. International Journal of Modern Education (IJMOE), 7 (28). pp. 1033-1041. E-ISSN 2637-0905

PDF - Published Version Restricted to Registered users only Download (3MB) | Request a copy

Abstract

Arabic poetry and prose occupy a central position in Arabic language and literature programmes, serving as key vehicles for linguistic development, cultural transmission, and aesthetic appreciation. However, for non-native learners of Arabic, particularly Malay students in Malaysian higher education institutions, literary texts often represent a significant pedagogical challenge. While previous research on Arabic as a Foreign Language (AFL) has focused largely on grammar, vocabulary, and communicative competence, comparatively limited attention has been given to learners’ engagement with Arabic literary genres. This study addresses that gap by examining the challenges faced by Malay students in learning Arabic poetry and prose. Adopting a qualitative descriptive-analytical approach, the study draws on semi-structured interviews and classroom observations to explore students’ and instructors’ experiences in an Arabic language and literature programme. The findings reveal that students’ difficulties are multidimensional, encompassing linguistic complexity, limited cultural and historical knowledge, and pedagogical practices that insufficiently scaffold literary interpretation. The study further demonstrates that these challenges vary according to learners’ proficiency levels and stages of literary development. In particular, challenges related to figurative language, rhetorical devices, and culturally embedded meanings hinder students’ progression from surface comprehension to analytical literary engagement. The study argues that effective Arabic literature pedagogy for non-native speakers requires an integrated approach that combines linguistic support, cultural contextualisation, and learner-centred instructional strategies. By explicitly foregrounding learner experience, this research contributes an empirically grounded perspective to AFL literary pedagogy and offers pedagogical implications for non-Arab contexts.

Item Type:	Article (Case Report)
Uncontrolled Keywords:	Arabic as a Foreign Language; Arabic poetry; Arabic prose; literary competence; Malay learners; Arabic literature pedagogy; cultural context; higher education
Subjects:	BPL Islamic education P Language and Literature > PI Oriental languages and literatures P Language and Literature > PN Literature (General)
Kulliyyahs/Centres/Divisions/Institutes (Can select more than one option. Press CONTROL button):	Kulliyyah of Islamic Revealed Knowledge and Human Sciences > Department of Arabic Language and Literature Kulliyyah of Islamic Revealed Knowledge and Human Sciences
Depositing User:	PROF. DR. RAHMAH BT AHMAD H. OSMAN
Date Deposited:	29 Dec 2025 17:39
Last Modified:	29 Dec 2025 17:39
Queue Number:	2025-12-Q1433
URI:	http://irep.iium.edu.my/id/eprint/126589

Actions (login required)

View Item