TESTING THE EFFECTIVENESS OF AN ALTERNATIVE MODULE FOR LEARNING ENGLISH

Abstract

This study examines the effectiveness of Learn English through Arabic using the English Translation of the Qur’an as an alternative module for learning English grammar by drawing on learners’ prior knowledge of Arabic. Grounded in the Contrastive Analysis Hypothesis, the module highlights similarities and differences between English and Arabic grammatical structures to facilitate cross-linguistic transfer. A quantitative quasi-experimental design involving pretest and posttest assessments was employed. Twenty undergraduate students enrolled in Islamic studies programmes at a Malaysian public university were randomly divided into control and experimental groups. The experimental group received a one-week treatment using the module, while the control group received no treatment. The DMDX application measured participants’ correct responses and reaction times across selected grammatical components. Results showed that the experimental group demonstrated greater improvement in correct responses and reaction times than the control group, although the overall between-group differences were not statistically significant. Analysis across grammatical components revealed significant improvements in correct responses for pronouns, demonstrative pronouns, and nouns, whereas performance in tenses and adjectives declined. These findings suggest that prior Arabic grammatical knowledge may facilitate learning English structures with comparable features. Overall, the module demonstrates potential as a supplementary approach to English grammar instruction for learners with Arabic-language backgrounds.