The Effects of Metalanguage Use on Arabic Grammar Learning and Affective Attitudes of Arabic Learners

This study examines the effects of metalanguage use in Arabic grammar instruction on grammar acquisition and learners’ affective attitudes. Thirty-seven first-year university students were divided into two groups: one received instruction with metalanguage, and the other without. Both groups took a grammar pre-test and post-test, and completed an attitude questionnaire. Results revealed no significant differences in grammar improvement between the groups, though learners expressed mixed perceptions: some found metalanguage helpful for understanding rules, while others—especially lower-proficiency learners—considered it confusing and demotivating. These findings suggest that the effectiveness of metalanguage depends more on learners’ prior knowledge and motivation than on instructional methods, highlighting the need to consider learner backgrounds in Arabic grammar teaching.