Incentive-Based Peer Correction Practice in Arabic Speaking Instruction: A Self-Determination Theory Perspective

Abstract

Speaking proficiency (mahārah kalām) remains difficult to develop in Arabic language learning, particularly in pesantren (traditional Islamic boarding schools in Indonesia), where limited speaking practice and psychological barriers such as shyness and fear of error often hinder active participation. In response, some pesantren have informally adopted a peer-correction practice reinforced by small monetary incentives, in which students remind peers, including teachers, to speak Arabic and receive a token reward for doing so. This practice has rarely been examined through the lens of language-learning motivation theory. This study conceptually analyzes the mechanism, pedagogical potential, and risks of incentive-based peer correction as a strategy for developing Arabic speaking skills. A qualitative library research method was employed, drawing on scholarly literature on corrective feedback, behaviorist reinforcement, and self-determination theory. The literature reviewed suggests that the method has the potential to increase active participation, courage to speak, and immediate correction of errors, consistent with principles of positive reinforcement and communicative peer learning; however, excessive reliance on extrinsic incentives risks undermining intrinsic motivation and altering the social dynamics between students and teachers if not carefully managed. This study offers a critical evaluative framework, consisting of five interrelated design criteria, that educators can use to design incentive-based peer correction practices that support rather than compromise sustainable language-learning motivation.