Metacognitive Strategies and Arabic Vocabulary Acquisition Through Listening Skills: Insights for AI-Assisted Language Learning
Abstract views: 63
,
pdf downloads: 32
Abstract
Vocabulary acquisition is a fundamental aspect of Arabic language learning, particularly in listening activities (maharah al-istimā’). This study explores the metacognitive strategies employed by students in acquiring Arabic vocabulary through listening skills and identifies the most dominant strategy used during the process. Using a descriptive qualitative approach, data were collected from students of the Arabic Language Education Program at the State Islamic University of Palangka Raya through observation, in-depth interviews, and documentation. The data were analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings revealed that students employed three metacognitive strategies: planning, monitoring, and evaluating. During planning, students prepared their focus and learning resources. During monitoring, they took notes on unfamiliar vocabulary, replayed audio, inferred meanings from context, and sought assistance when needed. During evaluating, they reviewed notes, consulted dictionaries, discussed with peers, and replayed audio to confirm understanding. Monitoring emerged as the most dominant strategy. The findings indicate that metacognitive strategies support more systematic and autonomous vocabulary acquisition and provide implications for the development of AI-assisted Arabic language learning environments.
Downloads
References
Achruh, Achruh, Muhammad Rapi, Muhammad Rusdi, and Ridwan Idris. "Challenges and Opportunities of Artificial Intelligence Adoption in Islamic Education in Indonesian Higher Education Institutions." International Journal of Learning, Teaching and Educational Research 23, no. 11 (2024): 423–443. https://doi.org/10.26803/ijlter.23.11.22.
Al-Alwan, Ahmed, Sahail Asassfeh, and Yousef Al-Shboul. "EFL Learners’ Listening Comprehension and Awareness of Metacognitive Strategies: How Are They Related?" International Education Studies 6, no. 9 (2013). https://doi.org/10.5539/ies.v6n9p31.
Baharudin, Harun, and Nur Farahhuda Abdul Rahman. "The Impact of Metacognitive Awareness on Arabic Listening Proficiency among Religious Secondary School Students." The Open Psychology Journal 18, no. 1 (2025). https://doi.org/10.2174/0118743501422272251006211402.
Bozorgian, Hossein, Meysam Muhammadpour, and Elahe Mahmoudi. "Embedding L2 Listening Homework in Metacognitive Intervention: Listening Comprehension Development." Frontiers in Education 7 (2022). https://doi.org/10.3389/feduc.2022.819308.
Chamot, Anna Uhl, and J. Michael O’Malley. "The Cognitive Academic Language Learning Approach: A Model for Linguistically Diverse Classrooms." The Elementary School Journal 96, no. 3 (1996): 259–273. https://doi.org/10.1086/461827.
Ghonivita, Yeni, John Pahamzah, Syafrizal Syafrizal, and Murti Ayu Wijayanti. "Improving Students’ Listening Skill and Vocabulary Mastery through Contextual Teaching and Learning (CTL) by Using Online Learning for Senior High School." International Journal of English Language and Linguistics Research 9, no. 4 (2021): 45–56.
Hamzah, Hainora, Mohd Isa Hamzah, and Hafizhah Zulkifli. "Systematic Literature Review on the Elements of Metacognition-Based Higher Order Thinking Skills (HOTS) Teaching and Learning Modules." Sustainability 14, no. 2 (2022): 813. https://doi.org/10.3390/su14020813.
Jiang, Xiangying. Developing Reading and Listening Proficiency with Duolingo: A Cross-Sectional Analysis. Pittsburgh, 2022.
Kessler, Matt. "Supplementing Mobile-Assisted Language Learning with Reflective Journal Writing: A Case Study of Duolingo Users’ Metacognitive Awareness." Computer Assisted Language Learning 36, nos. 5–6 (2023): 1040–1063. https://doi.org/10.1080/09588221.2021.1968914.
König, Caroline, Pedro Copado, Alfredo Vellido, Àngela Nebot, Cecilio Angulo, Maria Lamarca, Vanessa Acuña, et al. "An Artificial Intelligence-Based Platform for Personalized Predictions of Metacognitive Training Effectiveness." Computational and Structural Biotechnology Journal 28 (2025): 281–293. https://doi.org/10.1016/j.csbj.2025.07.051.
Miles, Matthew B., A. Michael Huberman, and Johnny Saldaña. Qualitative Data Analysis: A Methods Sourcebook. 3rd ed. Thousand Oaks, CA: SAGE Publications, 2014.
Peng, Changhong, Weixing Gu, and Liping Jiang. "Effects of Mobile-Assisted Language Learning (MALL)-Delivered Explicit Metacognitive Intervention on Chinese EFL Students’ Receptive Skills and Metacognitive Awareness." Journal of Computer Assisted Learning 41, no. 5 (2025). https://doi.org/10.1111/jcal.70125.
Peng, Changhong, Sabariah Md Rashid, and Liping Jiang. "The Use of Metacognitive Strategies within a Mobile-Assisted Language Learning Context: Enhancing Chinese EFL Learner’s Listening Skills." Forum for Linguistic Studies 6, no. 6 (2024): 410–428. https://doi.org/10.30564/fls.v6i6.7439.
Robillos, Roderick Julian. "Exploring Translanguaging during Metacognitive Strategy Use on L2 Listening and Writing Skills." Journal of Language and Education 9, no. 3 (2023): 110–128. https://doi.org/10.17323/jle.2023.14329.
Safitri, Nanda Siska, Mohammad Rofiqi, Muhajir, Boby Bagas Purnama, and Shosita Manrova. "TOAFL.Com: A CEFR-Based Simulation Platform for Learning Al-Arabiyah Lil Akadimiyah Among Indonesian Students." Alibbaa’: Jurnal Pendidikan Bahasa Arab 6, no. 1 (2025): 1–22. https://doi.org/10.19105/ajpba.v6i1.17201.
Sharma, Lok Raj. "Exploring the Landscape of Challenges and Opportunities in Teaching Speaking Skills." International Journal of Advanced Multidisciplinary Research and Studies 4, no. 3 (2024): 74–78. https://doi.org/10.62225/2583049X.2024.4.3.2745.
Su, Huina. "An Exploration of the Role of Metacognitive Awareness and Listening Anxiety in EFL Learners’ Listening Comprehension." International Journal of Listening 39, no. 2 (2025): 150–162. https://doi.org/10.1080/10904018.2024.2420103.
Taherkhani, Bahador, Seyed Hesamuddin Aliasin, Robab Khosravi, and Siros Izadpanah. "The Interface Between Metacognitive Strategy Training and Locus of Control in Developing EFL Learners’ Listening Comprehension Skill." Frontiers in Education 7 (2022). https://doi.org/10.3389/feduc.2022.847564.
Tekir, Serpil. "Generative AI Use in EFL Writing: Associations with Originality, Critical Reasoning, and Metacognitive Engagement in a Turkish Higher Education Context." Computer Assisted Language Learning (2026): 1–22. https://doi.org/10.1080/09588221.2026.2617399.
Teng, Mark Feng, and Junjie Gavin Wu. "An Investigation of Learners’ Perceived Progress During Online Education: Do Self-Efficacy Belief, Language Learning Motivation, and Metacognitive Strategies Matter?" The Asia-Pacific Education Researcher 33, no. 2 (2024): 283–295. https://doi.org/10.1007/s40299-023-00727-z.
Wallace, Matthew P. "Exploring the Relationship Between L2 Listening and Metacognition after Controlling for Vocabulary Knowledge." Journal of Language and Education 7, no. 3 (2021): 187–200. https://doi.org/10.17323/jle.2021.12685.
Wan Ahmad, Wan Afiqah Anis, Mohamad Azrien Mohamed Adnan, Wan Rohani Wan Mokhtar, and Suryani Awang. "Breaking Language Barriers: How E-Learning Enhances Metacognitive Awareness and Self-Efficacy in Foreign Language Acquisition." Journal of Advanced Research in Applied Sciences and Engineering Technology 44, no. 1 (2024): 69–76. https://doi.org/10.37934/araset.44.1.6976.
Wang, Yiyin, Tiancheng Zhang, Le Yao, and Paul Seedhouse. "A Scoping Review of Empirical Studies on Generative Artificial Intelligence in Language Education." Innovation in Language Learning and Teaching (2025): 1–28. https://doi.org/10.1080/17501229.2025.2509759.
Wen, Xin. "The Effect of Gamification Learning on Primary School Students’ Second Language Learning." Journal of Education, Humanities and Social Sciences 22 (2023): 492–501. https://doi.org/10.54097/ehss.v22i.12510.
Zaimah, Nely Rahmawati, Risti Kamila Wening Estu, Syarifatul Fitri Hidayah, Syamsul Hadi, and Aiden Button. "Harnessing Gemini for Arabic Mastery: Educators’ and Learners’ Views." Alibbaa’: Jurnal Pendidikan Bahasa Arab 5, no. 2 (2024): 166–188. https://doi.org/10.19105/ajpba.v5i2.14808.
Authors who publish with this journal agree to the following terms:
a. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
b. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
c. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
Alibbaa': Jurnal Pendidikan Bahasa Arab have CC-BY-SA or an equivalent license as the optimal license for the publication, distribution, use, and reuse of scholarly work.
In developing strategy and setting priorities, Alibbaa': Jurnal Pendidikan Bahasa Arab recognize that free access is better than priced access, libre access is better than free access, and libre under CC-BY-SA or the equivalent is better than libre under more restrictive open licenses. We should achieve what we can when we can. We should not delay achieving free in order to achieve libre, and we should not stop with free when we can achieve libre.
Alibbaa': Jurnal Pendidikan Bahasa Arab is licensed under a Creative Commons Attribution 4.0 International License
You are free to:
- Share — copy and redistribute the material in any medium or format
- Adapt — remix, transform, and build upon the material for any purpose, even commercially.
- The licensor cannot revoke these freedoms as long as you follow the license terms.
