A Dimensional Analysis Of Self-Regulated Learning Among Arabic Language Education Students

Muhammad Azhar, Angga Frananda, Destia Yolanda, M. Ripani Saputra, Resy Mulyani, Siti Nurdinah, Mudhiul Hayat Pasaribu, Muhammad Sayuti

Abstract


Self-Regulated Learning (SRL) is a critical factor in successful foreign language learning, particularly in Arabic, which is characterized by high linguistic complexity and limited exposure outside the classroom. This study aims to comprehensively examine the level and characteristics of self-regulated learning among students enrolled in an Arabic Language Education program within the context of higher education. A quantitative approach with a descriptive–explanatory design was employed. Data were collected using a five-point Likert-scale SRL questionnaire encompassing eight dimensions: learning planning, language learning strategies, self-monitoring, regulation of motivation and perseverance, time management and learning environment, utilization of learning resources, help-seeking and feedback, and self-reflection and evaluation. The participants consisted of 177 active students from the Arabic Language Education program. Data analysis was conducted using descriptive statistics and the Kruskal–Wallis test. The findings indicate that students’ overall SRL levels range from moderately high to high; however, considerable variation exists across dimensions and academic semesters. The highest levels of SRL were observed among students in the final semesters, whereas students in the early and middle semesters demonstrated relatively lower levels. No statistically significant gender differences in SRL were identified. The most dominant dimension was the utilization of learning resources, followed by self-monitoring and motivational regulation, while learning planning and Arabic language learning strategies emerged as comparatively weaker dimensions. These findings highlight the need to strengthen operational planning skills and cognitive-linguistic strategies to promote a more balanced and sustainable development of SRL among Arabic Language Education students.

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DOI: https://doi.org/10.24014/uherj.v3i1.287

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