From Fear to Fluency: Transforming Arabic Language Anxiety through Innovative Coping Mechanisms

Nahdiyah Amalia; Ilham Nur Kholiq

doi:10.24014/idj.v8i2.36546

From Fear to Fluency: Transforming Arabic Language Anxiety through Innovative Coping Mechanisms

Nahdiyah Amalia, Ilham Nur Kholiq

Abstract

This research aims to implement coping strategies to address anxiety in Arabic language at MA Al Amiriyah Banyuwangi. The research method uses a qualitative approach with a case study type, where data is collected through interviews, observations, and documentation. The research informants include the principal, the Curriculum Deputy, Arabic language teachers, and students. The research results show that coping strategies such as creating a supportive environment, using active learning methods, providing positive feedback, and using visual media are effective in reducing anxiety in learning Arabic. The conclusion of this research is that a holistic and collaborative approach, involving all stakeholders, is the key to creating an inclusive and effective learning environment to address Arabic language anxiety.TRANSLATE with xEnglishArabic Hebrew Polish Bulgarian Hindi Portuguese Catalan Hmong Daw Romanian Chinese Simplified Hungarian Russian Chinese Traditional Indonesian Slovak Czech Italian Slovenian Danish Japanese Spanish Dutch Klingon Swedish English Korean Thai Estonian Latvian Turkish Finnish Lithuanian Ukrainian French Malay Urdu German Maltese Vietnamese Greek Norwegian Welsh Haitian Creole Persian TRANSLATE with COPY THE URL BELOW BackEMBED THE SNIPPET BELOW IN YOUR SITE Enable collaborative features and customize widget: Bing Webmaster Portal Back

Keywords

Coping Strategies, Language Anxiety, Language Fluency, Learning Innovation

References

Agrawal, Somya, and Shwetha M Krishna, ‘Communication Apprehension and Psychological Well-Being of Students in Online Learning’, Behavioral Sciences, 11.11 (2021), p. 145

Akram, Huma, and Abbas Hussein Abdelrady, ‘Application of ClassPoint Tool in Reducing EFL Learners’ Test Anxiety: An Empirical Evidence from Saudi Arabia’, Journal of Computers in Education, 10.3 (2

dulsalam K Alhazmi, Fathey Mohammed, Nadhmi A Gazem, Muhammad Salman Shabbir, and Yousef Fazea, ‘Exploring the Impact of the COVID-19 Pandemic on University Students’ Learnin023), pp. 529–47

Al-Kumaim, Nabil Hasan, Ab g Life: An Integrated Conceptual Motivational Model for Sustainable and Healthy Online Learning’, Sustainability, 13.5 (2021), p. 2546

Alrashidi, Nojoud, Eddieson Pasay an, Maha Sanat Alrashedi, Aidah Sanad Alqarni, Ferdinand Gonzales, Enas Mohammed Bassuni, and others, ‘Effects of Simulation in Improving the Self-Confidence of Student Nurses in Clinical Practice: A Systematic Review’, BMC Medical Education, 23.1 (2023), p. 815

Alsawalqa, Rula Odeh, ‘Cyberbullying, Social Stigma, and Self-Esteem: The Impact of COVID-19 on Students from East and Southeast Asia at the University of Jordan’, Heliyon, 7.4 (2021)

Bashori, Muzakki, Roeland Van Hout, Helmer Strik, and Catia Cucchiarini, ‘Effects of ASR-Based Websites on EFL Learners’ Vocabulary, Speaking Anxiety, and Language Enjoyment’, System, 99 (2021), p. 102496

Benden, Daria K, and Fani Lauermann, ‘Students’ Motivational Trajectories and Academic Success in Math-Intensive Study Programs: Why Short-Term Motivational Assessments Matter.’, Journal of Educational Psychology, 114.5 (2022), p. 1062

Børte, Kristin, Katrine Nesje, and Sølvi Lillejord, ‘Barriers to Student Active Learning in Higher Education’, Teaching in Higher Education, 28.3 (2023), pp. 597–615

Bouchard, Stéphane, Michel J Dugas, Geneviève Belleville, Frédéric Langlois, Patrick Gosselin, Geneviève Robillard, and others, ‘A Multisite Non-Inferiority Randomized Controlled Trial of the Efficacy of Cognitive-Behavior Therapy for Generalized Anxiety Disorder Delivered by Videoconference’, Journal of Clinical Medicine, 11.19 (2022), p. 5924

Brandt, W. Christopher, ‘Measuring Student Success Skills: A Review of the Literature on Self-Directed Learning’, Center For Assessment, November, 2020, p. 31

Cole, Andrew W, Lauren Lennon, and Nicole L Weber, ‘Student Perceptions of Online Active Learning Practices and Online Learning Climate Predict Online Course Engagement’, Interactive Learning Environments, 29.5 (2021), pp. 866–80

Durlak, Joseph A, Joseph L Mahoney, and Alaina E Boyle, ‘What We Know, and What We Need to Find out about Universal, School-Based Social and Emotional Learning Programs for Children and Adolescents: A Review of Meta-Analyses and Directions for Future Research.’, Psychological Bulletin, 148.11–12 (2022), p. 765

Faulconer, Emily, John Griffith, and Amy Gruss, ‘The Impact of Positive Feedback on Student Outcomes and Perceptions’, Assessment & Evaluation in Higher Education, 47.2 (2022), pp. 259–68

Foroughi, Behzad, Nanthini Arjuna, Mohammad Iranmanesh, Kavigtha Mohan Kumar, Ming-Lang Tseng, and Nelson Leung, ‘Determinants of Hotel Guests’ pro-Environmental Behaviour: Past Behaviour as Moderator’, International Journal of Hospitality Management, 102 (2022), p. 103167

Ghanbari, Elaheh, Shahrzad Yektatalab, and Manoosh Mehrabi, ‘Effects of Psychoeducational Interventions Using Mobile Apps and Mobile-Based Online Group Discussions on Anxiety and Self-Esteem in Women with Breast Cancer: Randomized Controlled Trial’, JMIR MHealth and UHealth, 9.5 (2021), p. e19262

Hafizin, and Herman, ‘Merumuskan Visi Dan Misi Lembaga Pendidikan’, Jurnal Manajemen Pendidikan Islam, 5.01 (2022), p. 67, doi:10.30868/im.v5i01.2024

Halaweh, Mohanad, ‘ChatGPT in Education: Strategies for Responsible Implementation.’, Contemporary Educational Technology, 15.2 (2023)

Kayiwa, Denis, Richard K. Mugambe, Jane Sembuche Mselle, John Bosco Isunju, John C. Ssempebwa, Solomon Tsebeni Wafula, and others, ‘Assessment of Water, Sanitation and Hygiene Service Availability in Healthcare Facilities in the Greater Kampala Metropolitan Area, Uganda’, BMC Public Health, 20.1 (2020), pp. 1–11, doi:10.1186/s12889-020-09895-9

Khan, Raja Asad Ali, Saba Najeeb, Shaukat Hussain, Bingyan Xie, and Yan Li, ‘Bioactive Secondary Metabolites from Trichoderma Spp. Against Phytopathogenic Fungi’, Microorganisms, 8.6 (2020), pp. 1–22, doi:10.3390/microorganisms8060817

McGarr, Oliver, ‘The Use of Virtual Simulations in Teacher Education to Develop Pre-Service Teachers’ Behaviour and Classroom Management Skills: Implications for Reflective Practice’, Journal of Education for Teaching, 47.2 (2021), pp. 274–86

Mohammed, Tawffeek, ‘Designing an Arabic Speaking and Listening Skills E-Course: Resources, Activities and Students’ Perceptions’, Electronic Journal of E-Learning, 20.1 (2022), pp. pp53-68

Onderdijk, Kelsey E, Dana Swarbrick, Bavo Van Kerrebroeck, Maximillian Mantei, Jonna K Vuoskoski, Pieter-Jan Maes, and others, ‘Livestream Experiments: The Role of COVID-19, Agency, Presence, and Social Context in Facilitating Social Connectedness’, Frontiers in Psychology, 12 (2021), p. 647929

OuYang, Hong, Bo Chen, Al-Mureish Abdulrahman, Ling Li, and Na Wu, ‘Associations between Gestational Diabetes and Anxiety or Depression: A Systematic Review’, Journal of Diabetes Research, 2021.1 (2021), p. 9959779

Rahm, Ann-Kathrin, Maximilian Töllner, Max Ole Hubert, Katrin Klein, Cyrill Wehling, Tim Sauer, and others, ‘Effects of Realistic E-Learning Cases on Students’ Learning Motivation during COVID-19’, PloS One, 16.4 (2021), p. e0249425

Ruiz-Rojas, Lena Ivannova, Patricia Acosta-Vargas, Javier De-Moreta-Llovet, and Mario Gonzalez-Rodriguez, ‘Empowering Education with Generative Artificial Intelligence Tools: Approach with an Instructional Design Matrix’, Sustainability, 15.15 (2023), p. 11524

Rusticus, Shayna A, Tina Pashootan, and Andrea Mah, ‘What Are the Key Elements of a Positive Learning Environment? Perspectives from Students and Faculty’, Learning Environments Research, 26.1 (2023), pp. 161–75

Schwarzer, Ralf, and Tabea Reuter, ‘Manage Stress at Work through Preventive and Proactive Coping’, Principles of Organizational Behavior: The Handbook of Evidence‐Based Management 3rd Edition, 2023, pp. 463–82

Shadiev, Rustam, and Jiatian Yu, ‘Review of Research on Computer-Assisted Language Learning with a Focus on Intercultural Education’, Computer Assisted Language Learning, 37.4 (2024), pp. 841–71

Stevanović, Aleksandra, Radoslav Božić, and Slaviša Radović, ‘Higher Education Students’ Experiences and Opinion about Distance Learning during the Covid‐19 Pandemic’, Journal of Computer Assisted Learning, 37.6 (2021), pp. 1682–93

Thongwichit, Napapat, and Adcharawan Buripakdi, ‘A Glimpse of Metacognitive Reading Strategy Instruction through Modeling Technique in ESP Class at the Tertiary Level.’, LEARN Journal: Language Education and Acquisition Research Network, 14.1 (2021), pp. 118–45

Tomah, Ali Athafah, Iman Sabah Abd Alamer, Bin Li, and Jing Ze Zhang, ‘Mycosynthesis of Silver Nanoparticles Using Screened Trichoderma Isolates and Their Antifungal Activity against Sclerotinia Sclerotiorum’, Nanomaterials, 10.10 (2020), pp. 1–15, doi:10.3390/nano10101955

Toyama, Michiko, and Yoshitaka Yamazaki, ‘Anxiety Reduction Sessions in Foreign Language Classrooms’, The Language Learning Journal, 49.3 (2021), pp. 330–42

Tzafilkou, Katerina, Maria Perifanou, and Anastasios A Economides, ‘Negative Emotions, Cognitive Load, Acceptance, and Self-Perceived Learning Outcome in Emergency Remote Education during COVID-19’, Education and Information Technologies, 26.6 (2021), pp. 7497–7521

Waluyo, Budi, and Nur Lailatur Rofiah, ‘Developing Students’ English Oral Presentation Skills: Do Self-Confidence, Teacher Feedback, and English Proficiency Matter?.’, Mextesol Journal, 45.3 (2021), p. n3

Wawersik, Dawn M, Emile R Boutin Jr, Teresa Gore, and Janice C Palaganas, ‘Individual Characteristics That Promote or Prevent Psychological Safety and Error Reporting in Healthcare: A Systematic Review’, Journal of Healthcare Leadership, 2023, pp. 59–70

Wilmot, Adrienne, Hannah Pizzey, Suze Leitão, Penelope Hasking, and Mark Boyes, ‘Growing up with Dyslexia: Child and Parent Perspectives on School Struggles, Self‐esteem, and Mental Health’, Dyslexia, 29.1 (2023), pp. 40–54

York, James, Koichi Shibata, Hayato Tokutake, and Hiroshi Nakayama, ‘Effect of SCMC on Foreign Language Anxiety and Learning Experience: A Comparison of Voice, Video, and VR-Based Oral Interaction’, ReCALL, 33.1 (2021), pp. 49–70

DOI: http://dx.doi.org/10.24014/idj.v8i2.36546