An Insight into Motivational Factors of Integrating Edu-Tech in Learning Arabic During COVID-19 Outbreak


  • Nurkhamimi Zainuddin Universiti Sains Islam Malaysia
  • Abdelrahman Ibrahim Suleiman Islaieh Universiti Sains Islam Malaysia
  • Muhammad Sabri Sahrir International Islamic University Malaysia



Covid-19, lecturers’ perceptions., online learning, motivation, Arabic language


The employment of instructional technology in teaching and learning has becoming a crucial requirement among teachers and educators especially in the 21st century education. Moreover, the current global emergence situation of COVID-19 pandemic has been forcing educators towards using various online platforms and technologies In Malaysia, universities have scrambled to move the program to an electronic platform to tackle the proliferation of COVID-19 under the national Movement Control Order (MCO). Malaysia’s 20 public universities including Universiti Sains Islam Malaysia was to encourage or mandate online learning for various major languages including Arabic. During this difficult period, Arabic lecturers might need more training to allow them to have an in-depth understanding of how technology can improve learning and motivate their students to learn. The researchers employed responsive semi-structured interviews, which allowed the respondents to share about their teaching practices and how technology motivated them to be more creative in their teaching practices during MCO. The result indicates that online learning can be a solution for the Arabic language educators and practitioners to share their knowledge by using e-Learning or other platforms as education needs to be conducted during MCO. One of the online learning benefits is lecturers become motivated and students become active when they learn using online learning as they are the ones who take responsibility for their learning.


Download data is not yet available.

Author Biographies

Nurkhamimi Zainuddin, Universiti Sains Islam Malaysia

Faculty of Major Language Studies, Universiti Sains Islam Malaysia, Bandar Baru Nilai, 71800 Nilai, Negeri Sembilan, Malaysia

Abdelrahman Ibrahim Suleiman Islaieh, Universiti Sains Islam Malaysia

Kolej Genius Insan, Universiti Sains Islam Malaysia, Bandar Baru Nilai, 71800 Nilai, Negeri Sembilan, Malaysia

Muhammad Sabri Sahrir, International Islamic University Malaysia

Kulliyyah of Education, International Islamic University Malaysia, 53100 Kuala Lumpur, Malaysia


Al-Busaidi, F., Al Hashmi, A., Al Musawi, A., & Kazem, A. (2016). Teachers’ perceptions of the effectiveness of using Arabic language teaching software in Omani basic education. International Journal of Education and Development Using Information and Communication Technology (IJEDICT), 12(2), 139-157.

Al-Zahrani, A. (2015). The place of technology integration in Saudi pre-service teacher education: Matching policy with practice. The Turkish Online Journal of Educational Technology (TOJET), 14(1), 151-160.

Ali, M. G., Ahmad, M. O., & Husain, S. N. (2020). Spread of Corona Virus Disease (Covid-19) from an Outbreak to Pandemic in the Year 2020. Asian Journal of Research in Infectious Diseases, 3, 37-51.

Amadieu, F., Lemarié, J., & Tricot, A. (2017). How may multimedia and hypertext documents support deep processing for learning?. Psychologie Française, 62(3), 209-221. doi:10.1016/j.psfr.2015.04.002

Bahou, L. (2016). ‘Why do they make us feel like we’re nothing? They are supposed to be teaching us to be something, to even surpass them!’: Student (dis)engagement and public schooling in conflict-affected Lebanon. Cambridge Journal of Education, 47(4), 493-512. doi:10.1080/0305764x.2016.1216086

Bates, T. (2020). Advice to those about to teach online because of the corona-virus. Retrieved August 11, 2020 from

Chan, B., Churchill, D., & Chiu, T. (2017). Digital literacy learning in higher education through digital storytelling approach. Journal of International Education Research (JIER), 13(1), 1-16. doi:10.19030/jier.v13i1.9907

Chen, Q., Quan, B., Li, X., Gao, G., Zheng, W., Zhang, J., Zhang, Z., Liu, C., Li, L., Wang, C.

et al. (2020). A Report of Clinical Diagnosis and Treatment of 9 Cases Coronavirus Disease 2019. Journal of Medical Virology, 92, 683-687.

Dörnyei, Z. (1994). Motivation and motivating in the foreign language classroom. The Modern Language Journal, 78(3), 273-284. doi:10.2307/330107

Dörnyei, Z. (2001). Motivational strategies in the language classroom. Cambridge University Press: Cambridge, England.

Dörnyei, Z. (2007). Creating a motivating classroom environment. In J. Cummins & C. Davison (Eds.), International handbook of English language teaching (vol. 2, pp. 719-731). New York, NY: Springer. doi:10.1007/978-0-387-46301-8_47

Dörnyei, Z. (2012). Motivation in language learning. Shanghai: Shanghai Foreign Language Education Press.

Ducharme (2020). World Health Organization Declares COVID-19 a ‘Pandemic.’ Here’s What That Means. Time. Retrieved August 22, 2020 from

Fatimah, A., & Santiana, S. (2017). Teaching in 21st century: Students-teachers’ perceptions of technology use in the classroom. Script Journal: Journal of Linguistic and English Teaching, 2(2), 125. doi:10.24903/sj.v2i2.132

Flewitt, R., Messer, D., & Kucirkova, N. (2015). New directions for early literacy in a digital age: The iPad. Journal of Early Childhood Literacy, 15(3), 289-310. doi:10.1177/1468798414533560

Gabsi, Z., Patel, F., & Hamad, A. (2015). Trials and tribulations of Sla framework in designing Arabic courses for speakers of other languages. Journal of Education and E-Learning Research, 2(1), 13-21.

Harris, J., Al-Bataineh, M., & Al-Bataineh, A. (2016). One to one technology and its effect on student academic achievement and motivation. Contemporary Educational Technology, 7(4), 368-381.

Khan, A., Al-Shihi, H., Al-Khanjari, Z., & Sarrab, M. (2015). Mobile Learning (MLearning) adoption in the Middle East: Lessons learned from the educationally advanced countries. Telematics and Informatics, 32(4), 909-920. doi:10.1016/j.tele.2015.04.005

Lai, C. C., Shih, T. P., Ko, W. C., Tang, H. J., & Hsueh, P. R. (2020). Severe acute respiratory syndromecoronavirus 2 (SARS-CoV-2) and coronavirus disease2019 (COVID-19): The epidemic and the challenges. International Journal of Antimicrobial Agents, 55(3), 105924.

Lai, F., Luo, R., Zhang, L., Huang, X., & Rozelle, S. (2015). Does computer-assisted learning improve learning outcomes? Evidence from a randomized experiment in migrant schools in Beijing. Economics of Education Review, 47, 34-48. doi10.1016/j.econedurev.2015.03.005

Leon Abdillah, Trian Handayani, Ellen R Rosalyn, Yogi I Mukti (2021). Collaborating

Digital Social Media for Teaching Science and Arabic in Higher Education During COVID-19 Pandemic. Ijaz Arabi Journal of Arabic Learning, 4(1), 12–25.

Lim, I. (2020, March 16). COVID-19: What are Malaysia’s public universities doing? Online classes and more. Malay Mail. Retrieved August 10, 2020 from

Miks. J. and McIlwaine, J. (2020). Keeping the world’s children learning through COVID-

, UNICEF website. Link: learning-through-covid-19

Nikou, S., & Economides, A. (2016). The impact of paper-based, computer-based and mobile-based self-assessment on students’ science motivation and achievement. Computers in Human Behavior, 55, 1241-1248. doi:10.1016/j.chb.2015.09.025

NST Online (2020). Covid-19: Nearly one billion under lockdown worldwide. 22nd of March.

Ramadan, S. (2020). COVID-19: 9 universities are now conducting classes online. Retrieved August 8, 2020 from Hype.

Rubin, H. J., & Rubin, I. S. (2012). Qualitative interviewing: The art of hearing data (3rd ed.). Thousand Oaks, CA: Sage Publications.

Sahrir, M. S., Zainuddin, N., & Nasir, M. S. (2016). Learning Preference among Arabic Language Learners via Mobile Learning Management System Platform (Mobile LMS) Using I-Taleem. International Journal of Current Research in Life Sciences, 5(01), 509-514.

Sahrir, M. (2017). Participation in research and innovation exhibitions: E-Learning applications in Arabic language. Al-Basirah Journal, 7(1), 39-53.

Siregar, N., Febrian, D., Fajri, A., Al-Anshory, A., & Faizuddin, A. (2016). NABILAH (Nata’allam al-’Arabiyah Bil-al’ab Al-mumthi’aH) Program and students’ achievements in learning Arabic language: A preliminary study. In Language and Human Thoughts: Language and Social Sciences in Civilization Development. Indonesia: Universitas Negeri Jakarta.

Tee, K. (2020, March 19). Minister: Employers must pay salaries during COVID-19 shutdown. Malay Mail. Retrieved August 5, 2020 from

Teoh, P. (2020, March 15). COVID-19: Universities activate e-learning mode. New Straits Times. Retrieved August 11, 2020 from

Tondeur, J., Van Braak, J., Ertmer, P., & Ottenbreit-Leftwich, A. (2016). Understanding the relationship between teachers’ pedagogical beliefs and technology use in education: A systematic review of qualitative evidence. Educational Technology Research and Development, 65(3), 555-575. doi:10.1007/s11423-016-9481-2

Tondeur, J., Scherer, R., Siddiq, F., & Baran, E. (2017). A comprehensive investigation of TPACK within pre-service teachers’ ICT profiles: Mind the gap!. Australasian Journal of Educational Technology, 33(3). doi:10.14742/ajet.3504

Uluyol, Ç., & Şahin, S. (2016). Elementary school teachers’ ICT use in the classroom and their motivators for using ICT. British Journal of Educational Technology, 47(1), 65-75. doi:10.1111/bjet.12220

Williams, T. (2020). Breaking the chain of infection. Journal of Perioperative Practice, 30(4),


Wu, Z. (2020). How a top Chinese university is responding to coronavirus. Retrieved August 11, 2020 from

Yin, R. (1981). The case study as a serious research strategy. Science Communication, 3(1), 97-114. doi:10.1177/107554708100300106

Zainuddin, N., & Sahrir, M. S. (2016). Multimedia Courseware for Teaching Arabic Vocabulary: Let's Learn from the Experts. Universal Journal of Educational Research, 4(5), 1167-1172.

Zainuddin, N., Sahrir, M. S., Idrus, R. M., & Jaffar, M. N. (2018). Scaffolding a Conceptual Support for Personalized Arabic Vocabulary Learning Using Augmented Reality (AR) Enhanced Flashcards. Journal of Personalized Learning, 2(1), 95-103.

Zhang, F. (2017). Quality-improving strategies of college English teaching based on Microlesson and Flipped Classroom. English Language Teaching, 10(5), 243. doi:10.5539/elt.v10n5p243


DOI: 10.33102/uij.vol33noS4.412
Published: 2021-12-17

How to Cite

Zainuddin, N., Abdelrahman Ibrahim Suleiman Islaieh, & Sahrir, M. S. (2021). An Insight into Motivational Factors of Integrating Edu-Tech in Learning Arabic During COVID-19 Outbreak. Ulum Islamiyyah, 33(S4), 1-14.