Attitude of Muslim Students towards English Idioms and Proverbs

Introduction

Idioms and proverbs are an integral part of any language, encapsulating cultural values, historical experiences and collective wisdom. For learners of English, especially those whose first language is Arabic, mastering idiomatic expressions often proves to be a doubleedged sword: on one hand, they enrich communicative competence, while on the other they present a source of confusion and anxiety.

This article examines the attitudes of Muslim studentspredominantly from SouthAsian, Arab and African backgroundstoward English idioms and proverbs. Attitude, in the sociolinguistic sense, refers to the affective response (liking, dislike, enthusiasm, resistance) that learners display toward particular linguistic forms. Understanding these attitudes helps educators devise teaching strategies that are both culturally sensitive and pedagogically effective.

Literature Review

Research on idiom perception can be grouped into three broad strands.

• Psycholinguistic difficulty: Studies such as Liu (2012) and Boers (2015) show that idioms require a figurative decoding process that is more demanding than literal vocabulary acquisition.
• Cultural resonance: AlBarkawi (2018) notes that proverbs with universal moral messages tend to be welcomed, whereas those rooted in Western historical contexts can feel alien.
• Motivational aspects: Kim (2020) demonstrates that learners who perceive idioms as a symbol of nativelike proficiency develop a more positive attitude toward their study.

In the specific context of Muslim students, Zahra & Aziz (2021) reported that religiouslyinspired proverb equivalents in Arabic aid retention, while AlSaeed (2019) warned that some English idioms may conflict with Islamic moral sensibilities, e.g., to have a dirty mind.

Methodology

A mixedmethods design was adopted.

1. Participants: 120 undergraduate students (67% male, 33% female) from three universities in Malaysia, Egypt and Nigeria.
2. Quantitative instrument: A 25item Likertscale questionnaire measuring perceived difficulty, usefulness, cultural compatibility and enjoyment.
3. Qualitative instrument: Semistructured interviews with 15 volunteers selected based on extreme scores (highly positive vs. highly negative).
4. Data analysis: Descriptive statistics for the questionnaire; thematic analysis for interview transcripts.

Findings

Quantitative Results

Overall, 62% of respondents reported a positive attitude toward learning idioms, while 38% expressed a negative stance. The most influential factors were:

• Perceived usefulness: 78% agreed that idioms help them sound more natural.
• Cultural compatibility: 55% felt that many idioms clash with Islamic values.
• Difficulty level: 70% found idioms harder than literal vocabulary.

Qualitative Themes

1. Appreciation of Narrative Value: Students loved proverbs that conveyed moral lessons, e.g., A stitch in time saves nine, because they echoed Quranic teachings on foresight.
2. Religious Sensitivity: Expressions containing references to alcohol, gambling or profanity were deemed inappropriate, leading to avoidance or substitution with Arabic equivalents.
3. Identity Negotiation: Learners who aspire to work in multinational environments viewed idioms as a gateway to professional credibility, whereas those who study primarily for local careers considered them nonessential.
4. Pedagogical Preference: Participants advocated for contextualized teachingstories, roleplays and pairedtranslation activitiesover rote memorization.

When the teacher explains the background of dont count your chickens before they hatch, I remember a similar Arabic saying and the meaning sticks instantly. Interviewee, 22years old, Malaysia

Implications for Teaching

Based on the findings, the following recommendations are proposed for teachers of English as a Foreign Language (EFL) working with Muslim students.

• Screen for Cultural Sensitivity: Prior to introducing an idiom, verify that it does not contain elements conflicting with Islamic ethics. If conflict exists, present a neutral alternative or discuss the cultural nuance.
• Link to Arabic Proverbs: Pair English idioms with comparable Arabic sayings. This comparative approach reinforces meaning and respects students linguistic heritage.
• Use Authentic Contexts: Incorporate short dialogues, video clips or news excerpts where idioms occur naturally. Contextual exposure reduces the cognitive load of figurative interpretation.
• Encourage Reflective Practice: Have learners keep a personal idiom journal documenting new expressions, personal interpretations, and any cultural observations.
• Promote Communicative Goals: Emphasize that idioms are tools for fluency, not strict grammatical requirements. This alleviates anxiety for students who find them daunting.

Conclusion

The attitude of Muslim students toward English idioms and proverbs is nuanced. While many appreciate the expressive power and perceive idioms as a marker of proficiency, concerns about cultural compatibility and perceived difficulty persist. By adopting culturally responsive teaching methodslinking idioms to Arabic equivalents, providing appropriate contextualization, and respecting religious sensibilitieseducators can transform potential barriers into opportunities for deeper intercultural learning.

Future research could explore longitudinal changes in attitude as students progress through academic levels, or examine how digital tools (e.g., idiomlearning apps) influence perception among Muslim learners.