Investigating the effectiveness of collaborative learning strategies in mastering the Arabic language

This study examines the language proficiency benefits of two collaborative learning strategies in relation to student engagement. The quantitative design collected data through stratified random sampling from 200 Arabic students at UiTM Johor. A five-point Likert scale questionnaire was implemented to assess collaborative learning strategies, student engagement, and Arabic language proficiency. Data were analysed through descriptive and inferential statistics, correlation, and Cronbach's Alpha reliability in SPSS. Collaborative learning strategies foster greater levels of Arabic Language proficiency in speaking, listening, and writing skills. In language tasks, the active participants in group activities such as discussion, peer assessment, and problem-solving outperform their counterparts. Collaborative learning enhances critical thinking, active participation, and self-motivation. Factors conducive to student engagement include peer interaction and learner autonomy. The results demonstrate the need for collaborative learning techniques while teaching Arabic to create more attractive and interesting learning environments. Although these strategies are certainly successful, further research needs to see how extraneous variables may influence their effectiveness and how long such success will last. Thus, this study emphasizes the possibility of cooperative learning working toward the attainment of better quality language education and student performance.