Suo Yan Mei,Suo Yan MeiZarima binti Mohd Zakaria,Zarima binti Mohd ZakariaSuo Yan juMikail Ibrahim2024-05-282024-05-28202023/2/20210033-30772053-1510.17762/pae.v57i8.726http://www.psychologyandeducation.net/pae/index.php/pae/article/view/726https://oarep.usim.edu.my/handle/123456789/6479Psychologyand Education (2020) 57(8): 272-279Cooperative learning is considered as one of important approach oflearning acquisition and skills acquirement.It is firmly believed that the approachenhancing students’ academic achievements, skills and also helping them in social interaction and human relation. Hence, this research attempts to exploretheeffectiveness of cooperative learning approachin teaching Arabic for non-native speakers inselecteduniversities of Malaysia, as well as to investigate any of relevant skills which effected by using cooperative learning. A total of 100 studentswere randomly selected from3 universities (UPSI, IIUM, and USIM)and self-reported instruments were distributed for data collection. The instrument was divided into two parts. The first part focuses on cooperative learning in general and consists of 8distinctive questions whilethe second part consisted of 16questionswhich categorized into 3dimensions. The questionnaire was distributedto the respondents and they were asked to define the degree to which they agree or disagree with each item in the questionnaire rated from 1 to 5 used the Liker-style scale.Multiple Linear Regression was used to investigate a hypothesized relationships between students’ interaction and their skills on one hand and Arabic language proficiency on the other hand. It was found as a result of Multiple Linear Regression that both factors (interaction and skill) were substantially and statistically predict Arabic language proficiency. However, gender, age, year of study and university were found to be statistically insignificant. Keyword:Cooperative learning,Arabic teaching, Non-Native Speaker.enCooperative learning,Arabic teaching,Non-Native Speaker.Article272279578