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Published

2023-06-14

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Vol. 8 No. 1 (2023)

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Research Articles

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How to Cite

Di, X., Ismail, W. M., Zailani, M. A., & Li, R. (2023). Social cognitive theory-assisted learning of Arabic: A study of self-regulated learning strategies, social media usage, and motivation. Environment and Social Psychology, 8(1). https://doi.org/10.18063/esp.v8.i1.1543

Social cognitive theory-assisted learning of Arabic: A study of self-regulated learning strategies, social media usage, and motivation

Xuan Di

Department of Oriental Languages, Anhui International Studies University

Wail Muin Ismail

Department of Educational Foundations and Humanities Faculty of Education, University of Malaya

Muhammad Azhar Zailani

Department of Language and Literacy Education Faculty of Education, University of Malaya

Ruihua Li

Department of Oriental Languages, Anhui International Studies University


DOI: https://doi.org/10.18063/esp.v8.i1.1543


Keywords: social cognitive theory, self-regulated learning strategies, social media usage, motivation, academic achievement

Abstract

Social cognitive theory (SCT) has widely been used in second or foreign language learning. Multiple studies have also verified its importance in language learning. This present study examines the role that SCT plays in assisting the learning of Arabic by analysing the relationships among self-regulated learning strategies (SRLS), social media usage (SMU), and motivations of Arabic learners. A total of 317 university-grade Arabic learners participated in the present study. The self-regulated online learning questionnaire (SOL-Q), a social media usage questionnaire, and the motivated strategies for learning questionnaire (MSLQ) were used to understand the current issues that Arabic learners face. A quantitative analysis of the data revealed that most of the Arabic learners had medium levels of SRLS and SMU and high levels of motivation. Furthermore, SRLS and motivation significantly affected the Grade Point Average (GPA)-based academic achievements of these Arabic learners. The findings of this study verify that SRLS, SMU, and motivation have a triadic reciprocal correlation with SCT in the context of learning the Arabic language.

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