Exploring the Readiness of Arabic Language Teachers towards Differentiated Teaching Approaches

Abstract

This study explores the readiness and practices of Arabic Language teachers in implementing Differentiated Pedagogy (DP) through the use of teaching aids within Malaysian secondary religious schools. Employing a qualitative research design, data were collected through semi-structured interviews with nine Arabic Language teachers at Jawahir Al-Ulum Islamic Religious High School. Thematic analysis revealed four central dimensions of teacher readiness: (1) preparation prior to instruction, (2) selection of appropriate implementation strategies, (3) application of DP across Arabic language skills, and (4) integration of 21st-century learning elements. Findings indicate that teachers demonstrated a strong understanding of students’ cognitive levels, multiple intelligences, and learning interests, which informed their adaptive use of teaching aids and materials. Teachers effectively differentiated content, processes, and learning environments while embedding cooperative learning, critical thinking, and ICT literacy into instruction. The use of varied and multifunctional teaching aids enhanced student engagement, linguistic proficiency, and inclusivity in the classroom. The study concludes that Differentiated Pedagogy, supported by purposeful use of teaching aids, provides a transformative framework for Arabic language education by aligning instruction with learner diversity and national educational aspirations. Future research is recommended to expand the scope to other institutions and employ mixed method designs to validate and extend these findings.