[AR] Al-Tahaddiyyat al-Sawtiyyah fi Ta'allum al-Lughah al-'Arabiyyah min Wijhat Nazar al-Mu'allimin: Dirasah Tahliliyyah fi Maliziya

Phonetic Challenges in Learning Arabic: An Analytical Study from Teachers’ Perspectives in Malaysia

Abstract

This study aims to analyse the major phonetic challenges faced by non-native Arabic learners in Malaysia from the perspectives of Arabic language teachers. Employing a descriptive-analytical approach, the study utilised a mixed-methods design that included a two-axis questionnaire distributed to forty (40) teachers, and semi-structured interviews with a sub-sample of ten (10) teachers. The findings revealed that pharyngeal sounds and emphatic sounds were the most difficult for learners to pronounce, primarily due to the absence of these phonemes in their mother tongue, limited phonological awareness, and insufficient opportunities for structured practice. These results align with previous studies that highlighted similar difficulties among Asian learners, a finding further supported by the SPSS analysis, which indicated relatively high mean scores for sound difficulty (M = 4.12) and related causes (M = 3.85). The qualitative data also indicated additional instructional challenges, such as restricted class time and a lack of specialised pronunciation resources. The study recommends developing targeted phonetic training programs, integrating modern technological tools, and enhancing teacher proficiency in immediate correction strategies to improve learners’ communicative competence.