Arabic learning among religious-oriented students is a must and should be studied as it is included in
public examination such as PT3, SPM and STPM. To learn it effectively, students need to have high
level of motivational beliefs because Arabic language is a rather difficult and challenging subject for
students who are non-speakers. Previous studies recorded a low level of motivation for Arabic
language because it was difficult to master it. Hence, this study will explain the possibility of teachers'
teaching influence students’ motivational beliefs in Arabic language. A quantitative approach used in
this research and conducted using the Student's Evaluation of Teaching Effectiveness Rating Scale
(SETERS) and Motivated Strategies for Learning Questionnaire (MSLQ) questionnaire as an
instrument that was responded to by 542 form 4 religious-oriented students. The data was processed through Pearson correlation analysis. The findings show that the moderate, but significant and positive
relationship between teacher’s teaching and motivational beliefs of religious-oriented students in
learning Arabic language. In this regard, teachers need to diversify their teaching strategies in terms of
delivery learning materials, interaction and the provision of conducive learning environment. This
effort will increase the student's motivational beliefs to Arabic language while developing more
effective and comprehensive Arabic language mastery potential.