Design and pilot evaluation of an Arabic debate Training of Trainers module based on Ibn Khaldun's Theory of Malakah: developing school-based Arabic debate coaches in Perlis, Malaysia

Che Haron, Sueraya and Ahmad, Noorlila and Abdullah, Nurazzelena and Senik @ Kamaruddin, Zuraidah and Mustapha, Ariyanti and Wan Shahrudin, Wan Syatirah (2026) Design and pilot evaluation of an Arabic debate Training of Trainers module based on Ibn Khaldun's Theory of Malakah: developing school-based Arabic debate coaches in Perlis, Malaysia. OEIL, 24 (7). pp. 32-45. ISSN 0029-862X

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Abstract

Arabic debate has increasingly been recognized as an effective pedagogical approach for enhancing communicative competence, critical thinking, and higher-order reasoning among Arabic language learners. Despite its educational benefits, the sustainability of Arabic debate programmes in Malaysian schools remains constrained by the limited availability of qualified debate coaches and the absence of structured professional development for teachers. Existing studies have predominantly focused on students' language development, while little attention has been devoted to preparing teachers as competent Arabic debate trainers. Addressing this gap, the present study aimed to design and evaluate an Arabic Debate Training of Trainers (TOT) module grounded in expert consensus and Ibn Khaldun's Theory of Malakah. The module was developed through a systematic needs analysis involving focus group discussions with two nationally recognised Arabic debate experts, followed by the integration of relevant literature and the pedagogical principles of Malakah, which emphasise language mastery through continuous exposure, reinforcement, and authentic language use. The module was subsequently implemented in a pilot Training of Trainers programme involving two Arabic language teachers from Sekolah Menengah Kebangsaan Agama (P) Alawiyah, Perlis, who were selected to become pioneer school-based Arabic debate coaches. A post-training self assessment questionnaire consisting of five competency domains; Arabic language competence, debate skills, critical thinking, listening skills, and coaching and assessment, was administered to evaluate participants' perceived readiness. Descriptive analysis indicated high levels of self-perceived competency across all domains, with coaching and assessment demonstrating comparatively lower scores than language and debate competencies. The findings suggest that the module successfully established an initial foundation for developing school-based Arabic debate trainers while highlighting specific areas requiring further professional development.

Item Type:	Article (Journal)
Uncontrolled Keywords:	Keywords: Arabic debate, Training of Trainers, teacher professional development, Ibn Khaldun, Malakah, Arabic language education, debate coaching
Subjects:	L Education > L Education (General) L Education > LB Theory and practice of education > LB1025 Teaching (principles and practices) L Education > LB Theory and practice of education > LB1705 Education and training of teachers L Education > LB Theory and practice of education > LB41 Aims and objectives of education. Sustainable education
Kulliyyahs/Centres/Divisions/Institutes (Can select more than one option. Press CONTROL button):	Kulliyyah of Education > Department of Language & Literacy Kulliyyah of Education Kulliyyah of Islamic Revealed Knowledge and Human Sciences
Depositing User:	AP DR SUERAYA CHE HARON
Date Deposited:	22 Jul 2026 16:46
Last Update:	22 Jul 2026 16:46
Queue Number:	2026-07-Q4119
URI:	http://irep.iium.edu.my/id/eprint/130004

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