MASP 7301 Research Methodology Assignment Brief | IIU Malaysia

Strength of Arguments

The central argument that diglossia hinders the ability of Standard Arabic programs to meet learners’ daily communicative needs is strong and grounded in sociolinguistic reality. The researcher fairly pointed out the necessity of identifying the real domains of Arabic language use, which is a necessary critique of many traditional curricula for teaching Arabic to non-native speakers.

Quality of Methodology

As a theoretical and conceptual study, its methodology is solid in terms of the literature sources used, especially in addressing the theoretical framework of needs analysis. The researcher presents a clear roadmap for how to conduct needs analysis in any language program. However, the study lacks empirical data or case studies to confirm the extent of the failure of Standard Arabic curricula in specific situations in Arab countries. The analysis of diglossia remains at the level of problem description without presenting a detailed solution model.

Credibility of the Results

The results of this study are highly credible within the context of applied linguistics and curriculum planning. Emphasizing diglossia as a primary cause of the needs gap is accurate and can be considered one of the most prominent critical conclusions. However, the study lacks practical and specific suggestions on how curriculum designers can integrate dialectal elements into the needs analysis of Standard Arabic for specific purposes, going beyond merely proposing the restriction of Standard Arabic instruction to academic or formal purposes.

Aspects of Shortcoming (Bias)

The main shortcoming is the tendency (bias) to view needs analysis as a tool for identifying deficiencies only, rather than as a tool for empowering learners to understand the new social context. Although the researcher referred to non-linguistic aspects such as housing and health, the focus quickly returned to diglossia, which may overlook the role of Modern Standard Arabic as a unifying language or a bridge for understanding diverse dialects, especially in media contexts and formal situations.

Personal Reflection (Relevance to the Specialization)

This article is closely related to my field of specialization in teaching Arabic for Specific Purposes (ANNS/ESP). Specifically, my interest focuses on developing instructional materials for learners studying Arabic for diplomatic and international relations purposes. In this field, formal oral communication, interviews, and parliamentary speeches are essential.

Therefore, the findings of this study reinforce the viewpoint that teaching Standard Arabic in this context is mandatory and realistic, in line with the researcher’s recommendation to limit Standard Arabic instruction to “academic purposes” or “official institutions.” However, the article also reminds me of the critical necessity of including training in needs analysis to clearly distinguish between Standard Arabic units for official purposes (where it is actually used) and awareness of dialects for the social interaction required in the work environment.

General Critical Analysis

Strengths

• The descriptive methodology is clear and coherent, as the researcher presents an integrated theoretical framework for needs analysis.
• The diversity of sources, both Arabic and foreign, enhances the credibility of the study.
• The linkage between theory and practice, especially in discussing data collection tools such as questionnaires and observation.

Weaknesses

• Absence of a field study: the researcher relied solely on theoretical references without conducting an applied study to support the results.
• Lack of clarification of the study sample: the researcher did not specify who the target group of needs analysis is (Arabic learners in which context?).
• Greater focus on the problem than on solutions: the issue of diglossia is repeatedly mentioned without presenting a practical model to overcome it.

Personal Reflection on the Relevance of the Article to the Field of Specialization

Conclusion

This article is considered a valuable contribution to the field of Arabic language education, as it highlights an important methodological issue, namely needs analysis in a diglossic linguistic context. Despite its theoretical nature, it lays the foundation for further applied studies that can contribute to developing Arabic language education and achieving effective communication for its learners.