{'fraction_non_alphanumeric': 0.018288700195950358, 'fraction_numerical': 0.012410189418680601, 'mean_word_length': 5.547008547008547, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Investigating Attitude towards Role Play and its Subjective Value in Predicting Arabic Language Proficiency among UiTM Students

Role play activities contribute to learners’ performance if they actively participate in a group. Learners may gain confidence when given a proper and clear role in role play which enhances their motivation levels. This study adopts Byram (2004) resultative and motivational hypothesis and Eccles et al. (1983) Expectancy-Value theory as underlying theories to investigate the relationship between attitude toward role play and subjective role play value to account for Arabic language proficiency. The data were analyzed using more recent confirmatory analysis which is now available in SmartPLS 3.2.6 called consistent PLS (PLSc). Using a sample of 331 students from UiTM campuses at Kelantan, Terengganu and Pahang, the analysis showed that these theories support a sound framework for predicting Arabic language proficiency. Additionally, Arabic language proficiency was significantly influenced by attitude towards role play and subjective role play value. Attitude toward role play and subjective role play value are found to be positively influencing Arabic language proficiency. The R2 was measured as 0.308 for Arabic language proficiency. Therefore, it is believed that these findings will be considered as a useful source of information to lecturers, teachers, institutions, and management in supporting role play practices and thus enhancing Arabic language proficiency among UiTM students.