Application of Gagne’s Nine Approaches to Teach Arabic Language for Non-Native Speakers: Experimental study at Sultan Idris Education University Malaysia (UPSI)

Abstract

The Arabic language is not an easy language to learn for non-native speakers if teachers are not proficient in teaching methods and strategies. Here, it is essential that teachers benefit from Gagne’s nine approaches in teaching any subject, especially in teaching languages. Therefore, learning outcomes will be more effective if teachers apply Gagne’s nine events in the Arabic language classroom. This study focuses on the experiences of applying Robert Gagne’s nine approaches in teaching Arabic to non-native speakers at the Sultan Idris University of Education Malaysia. The study aims to identify the effective results of their experiences in the application of Gagne’s nine approaches in teaching the Arabic language to non-native speakers at the university. This paper is based on a descriptive analysis method to outline the nine-approach theory and its importance in education and teaching, as well as the experience of the researcher in teaching the Arabic language. Among the most important results of the application of the nine events in teaching Arabic were making teaching activities more effective and attractive, helping teachers facilitate the process of teaching Arabic in the classroom, and centralizing students’ focus during lessons. The study concludes with some recommendations and suggestions.