A Comprehensive Study of Arabic Language Learning Challenges: Anxiety, Phonological Methods, Total Physical Response and Orthographic Error Analysis

Ahamed Zubair K M A Dr, Nahvi Muhiyadeen Lebbai, M.Yasar Arafath Ali, A. Ahamed Shahul Hameed, H Mehboob Ali Khan, K. Seyad Ahmed Naina

Abstract


This comprehensive study investigates four critical aspects of Arabic language acquisition among 30 male undergraduate students at the new college, Chennai, India: (1) language anxiety in speaking skills, (2) effectiveness of phonetic methods in reading instruction, (3) effectiveness of Total Physical Response (TPR) in listening skills, and (4) orthographic error analysis of hamza (qata’ and wasl) in writing skills. Using a mixed-methods approach combining quantitative and qualitative data collection, the research revealed that 52% of students experienced moderate language anxiety while 48% experienced low anxiety during speaking activities, with 12 distinct forms of anxiety identified. The phonetic method demonstrated significant effectiveness in reading instruction (t = 15.14 > 1.67, p < 0.05), while the TPR method showed considerable effectiveness in listening skills (N-Gain Score = 66.26%). Orthographic analysis identified 25 errors in hamza qata’ and 9 errors in hamza wasl, with errors predominantly occurring in word-initial positions. The study provides comprehensive recommendations for Arabic language pedagogy including anxiety reduction strategies, multisensory instructional approaches, and systematic orthographic instruction.

Keywords


Language Anxiety; Speaking Skills; Phonetic Method; Total Physical Response; Listening Skills; Orthographic Errors; Arabic Language Acquisition

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DOI: https://doi.org/10.18860/ijazarabi.v9i4.45257

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Copyright (c) 2026 K.M.A. Ahamed Zubair, Nahvi Muhiyadeen Lebbai, M.Yasar Arafath Ali, A. Ahamed Shahul Hameed, H Mehboob Ali Khan, K. Seyad Ahmed Naina

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