Enhancing Arabic Language Acquisition: Effective Strategies for Addressing Non-Native Learners’ Challenges

Abstract

The Arabic language has gained significant global recognition, with a growing number of non-Arab individuals learning it as a second language. Despite this trend, learners of Arabic face various challenges that have not been thoroughly examined. This study aimed to investigate the challenges encountered by learners of the Arabic language and to determine the factors that contribute to effective language learning and use. Data from 444 non-native speakers learning Arabic as a second language were analyzed with SPSS 27 using a descriptive approach. The results indicated that Arabic instructors should focus on improving feedback practices, developing customized curricula, and incorporating technology and multimedia resources into their teaching methods. Furthermore, this study highlights the importance of integrating cultural components and accommodating diverse learners in the classroom. To improve speaking proficiency, learners can engage in activities such as listening to radio broadcasts, collaborating with classmates, and building relationships with Arabic-speaking friends. The results of this research provide insights that can assist instructors of Arabic as a second language in supporting learners, improving their abilities to learn and communicate in Arabic.

1. Introduction

The Arabic language has historically held a prominent role in Islamic studies and education [1]. Today, its importance extends beyond these traditional domains, as it is increasingly acknowledged on a global scale for its relevance in gaining insights into specialized fields, global affairs, commercial interactions, and diverse professional endeavors [2]. Therefore, Arabic is recognized as a strategic language due to its appeal to individuals of diverse nationalities seeking to understand Arab culture, navigate business landscapes in Arab nations, and engage with political matters in the Arab region [3]. Over the last two decades, an increasing trend of Arabic learning by non-native speakers has been observed, indicative of the interest of people to learn Arabic as a second language for business or other purposes. Alfataftah and Jarrar [4] highlighted that the study of Arabic as a second language (ALS) is an emerging and growing area of social exploration globally. However, learning the Arabic language can be a significant challenge for non-native speakers due to its diversified scripts, syntactic complexities, and lexical sophistication [3] compared to other languages. Moreover, studies on Arabic as a second language are limited, which leaves gaps in our understanding of the specific issues encountered by those learning Arabic as a second language [5].

Arabic has played a crucial role in the educational sector of Arab countries, with a noticeable increase in the global interest for learning Arabic over the past decade. This growing demand highlights the need to develop creative teaching strategies and address the challenges faced by learners whose first language is not Arabic [6]. For non-Arabs, learning Arabic is daunting, and like other languages, it requires mastering the four key skills: speaking, writing, reading, and listening [7,8]. Furthermore, Zahidi [1] highlighted that the Arabic language has great importance in Islamic education and studies, as it can enable learners to read, comprehend, and conceptualize the Arabic written in books. Proficiency in Arabic not only grants easier access to academic resources and valuable information but also enriches learners’ educational experiences [9]. The interest in the Arabic language has expanded beyond its traditional connection with Islamic scholarship, capturing global attention. Learners are now drawn to Arabic not solely to comprehend Islamic teachings but also to gain insights into global affairs [2], as well as the business, political, and economic dynamics of the Arab world.

The appeal of the Arabic language extends well beyond its linguistic characteristics, as evidenced by the growing number of individuals from different nationalities seeking to learn it as a means to improve their understanding of Arab culture [3,10]. There is a growing interest among the younger generation of Arab Americans in learning the Arabic language, motivated by a desire to reconnect with their cultural roots and heritage. However, learners currently enrolled in Arabic language courses face a range of challenges, including issues related to the availability and quality of instructors, relevance and effectiveness of the curriculum, and cultural institutional barriers. Previous studies on ASL have mainly focused on the strategies and challenges encountered by educators when teaching non-native speakers. While these studies have provided valuable insights into the teaching of ASL, there remains a significant gap in the literature regarding the difficulties and experiences faced by learners themselves. Non-native speakers often face challenges in developing effective communication skills, which can hinder their ability to fully participate and succeed in various educational and professional settings. These challenges may include difficulties in pronunciation, vocabulary, cultural nuances, and teaching practices. Focusing on the learner’s perspective is vital to developing more effective and tailored teaching approaches that will help learners to more accurately articulate the real challenges, problems, and issues they face throughout the learning process. Considering the learners’ perspective, this study aims to identify the critical factors that instructors must address to enhance their students’ learning and speaking proficiency in Arabic. Furthermore, it aims to explore the elements that language learners consider effective in their process of learning and speaking Arabic. Concluding, this study aims to identify the key factors that instructors should prioritize to enhance the learning and speaking abilities of non-native Arabic language learners while addressing the challenges they face. These factors include participation in professional development activities, learners’ feedback on the instructors’ work, incorporation of technology and media for speaking efficiency, the significance of the rating, structure, and customization of the curriculum on learning Arabic, the integration of cultural components by teachers, teaching tailored to accommodate diverse linguistic backgrounds, curricula lacking speaking exercises, teachers’ insufficient attention to Arabic pronunciation, grammar, and vocabulary, opportunities to practice their speaking skills outside class, student practices and shyness, and participation in real-world communication activities. Moreover, this research aims to determine which factors non-native Arabic language learners themselves consider most effective in supporting their language learning and speaking proficiency. These factors include the adoption of role-playing, group discussions, and multimedia-based teaching methods by teachers to improve Arabic language skills, support of classmates, assessment structure including oral examinations or presentations, prior language learning experiences, social circles, listening to radio, and the correction of conversational mistakes.

2. Literature Review

Arabic is fifth most used language in the world because it is officially spoken in 22 countries by 400 million speakers. Moreover, it is the fourth most used language on the internet [11]. Thus, it has been chosen as a medium of “revealed languages” for every language speaker around the globe [12]. In addition, the Arabic language is gaining recognition in the international community because many countries have accepted and realized its significance in international communication [5]. Moreover, many international organizations, such as the British Association of Teachers of Arabic (BATA), American Association of Teachers of Arabic (AATA), and Arabic Teachers Association of Indonesia (ATAI), are putting a lot of effort into Arabic as a second language (ASL) or teaching Arabic as a second language (TASL). Thus, the demand for and interest in in learning Arabic of Europeans and Americans are increasing rapidly [13]. However, there is still a dearth of the literature on Arabic as a second language (ASL) or teaching Arabic as a second language (TASL) as compared to other languages [13,14], and it is important to examine the factors that can increase the capabilities of ASL learners to learn and speak Arabic [15]. Similarly, ref. [16] argued that there are limited studies on ASL, and the available studies have not highlighted that learners’ level factors can influence Arabic learning capabilities. Therefore, future studies must investigate how learners think that their abilities to learn and speak can be improved. Thus, this research focused on determining the factors that should be prioritized to enhance the learning and speaking abilities of non-native Arabic language learners while addressing the challenges they face. Moreover, it aimed to investigate the factors non-native Arabic language learners themselves consider most effective in supporting their language learning and speaking proficiency.

2.1. Relevant Theories and Models

Language learning is a multifaceted process that extends beyond simply memorizing vocabulary and grammar. Effective communication skills, including speaking, listening, reading, and writing, are essential for developing true language proficiency [11]. These core abilities enable language learners to actively engage with the language, understand its cultural nuances, and bridge the gap between theory and real-world application. Students improve their language abilities via meaningful encounters with native speakers, educators, and peers [11]. Interactive learning improves understanding, language abilities, and input by increasing the student’s engagement and motivation through interactive activities and real-life scenarios. Moreover, it enhances their comprehension and retention by ensuring proactive participation and multisensory learning. Furthermore, it provides immediate feedback and corrections and helps in developing communication skills. Proficient communication is the key to mastering a language, as it allows learners to participate in authentic interactions and navigate the dynamic nature of conversation. Thus, language acquisition is a participatory endeavor, underscoring the significance of strong communication skills in the language learning journey. Participatory exercises help learners understand cultural subtleties and improve their communicative ability.

2.2. Communication Challenges for Individuals with Non-Native Language Backgrounds

2.2.1. Phonological Challenges

Non-native Arabic learners face significant challenges when striving to master the language’s phonology. The pronunciation of intricate sounds, distinct phonetic features, and subtle intonation patterns can pose challenges in achieving precision [12]. Precise articulation is required to accurately produce the diverse range of consonant sounds found in Arabic, some of which may be unfamiliar to speakers of other languages. In addition, the intricate nuances of phonetics can have a significant impact on the interpretation of words, potentially leading to communication breakdowns [12]. Thus, attaining clarity and comprehension in spoken Arabic requires non-native speakers to devote their attention and practice to the intricate interplay of phonological elements.

2.2.2. Grammatical Challenges

The complexity of Arabic grammar also poses significant challenges for non-native learners, stemming from its intricate syntactic patterns and morphological complexities. Deep comprehension is essential given the language’s flexible word order, case markings, and root-based morphology, making the construction of grammatically accurate and contextually fitting sentences a challenging task for learners [17]. Furthermore, in terms of morphology, mastering the intricate system of roots, affixes, and verb conjugations presents a significant challenge. Grammatical errors can have a substantial influence on both written and spoken communication, compromising the clarity and precision of expression for non-native speakers [12].

Communication in Arabic is intricately intertwined with sociolinguistic aspects, requiring non-native speakers to develop a sophisticated understanding of cultural and contextual subtleties to achieve effective communication. Learners of Arabic must understand the proper forms of address and expressions of courtesy, as these align with the norms of politeness in the culture [18]. Being culturally sensitive is crucial when navigating the complexities of speech acts, such as offering compliments or expressing disagreement. Furthermore, recognizing the sociolinguistic challenges that arise from the varied usage of Arabic in different regions is crucial. This requires a thorough understanding of the regional disparities in expressions, idioms, and social norms [18]. It is imperative for non-native speakers to effectively tackle these sociolinguistic challenges to actively participate in Arabic communication and establish strong connections within Arabic-speaking societies.

2.3. Teaching Methods

Learning and teaching Arabic to non-natives is always challenging because a second language always has gaps; thus, future studies should develop strategies for teachers and learners for effective teaching and learning, respectively [19]. The academic literature on TASL suggests a lack of effective methods to overcome the obstacles non-native speakers face. Effective Arabic language training should recognize the complexity of the language and try to improve the communication abilities of learners [20]. Numerous studies have consistently demonstrated the effectiveness of communicative language teaching (CLT) in enhancing Arabic language education. Taking into account that language acquisition is communicative, CLT emphasizes interactive and contextual learning. Task-based language instruction has become increasingly popular in recent years, focusing on practical projects that simulate real-life communication scenarios to actively engage learners in using their language skills [20]. Authentic, engaging activities like role-playing, conversations, and language games foster active learning and communication and enable students to practice their language abilities in real-life settings, improving their knowledge and practicality.

2.4. Technological Interventions

Technology plays a crucial role in tackling communication obstacles faced by individuals who are not native speakers of Arabic. It provides a wide array of digital resources that significantly transform the process of language acquisition [21]. Furthermore, the integration of technology has significantly enhanced communication skills by providing learners with access to a variety of tools and platforms that facilitate language learning and practice [20]. Language learning applications, internet tools, and multimedia resources have been instrumental in addressing communication challenges, allowing learners to engage in virtual discussions with native speakers and improve their listening and speaking abilities. For example, language learning applications offer customized interactive lessons and exercises that cater to the unique intricacies of the Arabic language. Moreover, renowned language learning platforms such as Duolingo, Rosetta Stone, and Babbel effectively captivate learners by incorporating gamified elements into their programs [21]. This not only enhances the overall learning experience but also offers valuable insights into various cultural contexts. Besides language learning apps, online resources also play a significant role in enhancing Arabic language education.

3. Methodology

3.1. Community of Study

There has been increasing trend among Europeans and Asians to learn Arabic as a second language, reflecting its growing appeal worldwide. Therefore, this study focused on collecting quantifiable data concerning communication challenges faced by individuals learning Arabic as a second language. The population of the study was learners from different nationalities learning Arabic as a second language. Following the guidelines outlined in the Australian Scientific Research Ethics Document issued by the NEAF Organization Version 2008-V2.0, this study maintained confidentiality by concealing the study samples and any references to the educational institution to safeguard the privacy and well-being of the participants.

3.2. Study Samples

Purposeful sampling was chosen because it aligns with the nature and characteristics of the study population. While purposeful sampling is commonly employed in qualitative research to select information-rich cases related to the phenomenon of interest, it may be more suitable for quantitative research to ensure comprehensive data collection [22]. In determining the sample size for a study, two standard rules are typically followed. Firstly, the sample size should fall within the range of 31 to 490 participants. Secondly, the sample size should be at least ten times the number of variables being studied [23]. In line with these guidelines, a sample size of 444 was chosen to maximize respondent participation and ensure the generalizability of the study findings. To ensure the data’s relevance, specifically their consistency across respondents, we examined the common method bias [24,25], following the recommendations of Podsakoff et al. [26] and employing Harmann’s one-factor test. The findings revealed a variance of 37.018% in the primary factor, indicating no impact on the validity of the results. Consequently, no common method bias was detected in the dataset.

3.3. Design of the Instrument

The fundamental justification for this research approach was to conduct a survey that aimed to understand the perspectives of ASL learners regarding their speaking skills. The study had two main objectives: first, to identify the key factors that instructors should focus on to enhance the learning and speaking abilities of non-native speakers of the Arabic language; and second, to highlight the factors that learners consider effective while learning or speaking the Arabic language. This research took a quantitative approach using a questionnaire tool. Quantitative analysis involves describing trends, attitudes, and opinions within a population or examining associations among variables by studying a representative sample of that population [27]. An online questionnaire was designed to gather quantifiable information on communication difficulties experienced by non-native speakers of Arabic as a second language. The data collection spanned 10 days, from 1 February 2024 to 10 February 2024. During this period, a total of 22 questions were developed, with 13 designed to elicit responses related to the first objective and 8 questions focused on the second objective.

The questionnaire was self-administered; therefore, before finalizing it, the researchers ensured both face and content validity. Face validity is important because it encourages respondents to cooperate by making the questionnaire easy to use, at an appropriate reading level, clear, and with acceptable answer styles [28]. Content validity, on the other hand, aims to confirm that the questionnaire items effectively represent the intended construct. To ensure face validity and assess content validity, our study followed the model of Cooper and Schindler [29], who recommend identifying existing scales and conducting surveys with respondents. The questionnaire was distributed to six participants to evaluate its ease of use, level of readability, clarity, and appropriateness of response formats, serving as expert validation. All questions pertaining to research goals were rated on a five-point Likert scale, with 1 indicating “strongly disagree” and 5 denoting “strongly agree”.

The questionnaire was written in both Arabic and English to maintain consistency and broaden its generalizability. Since many learners are more familiar with English and find it easier to communicate in this language, using both languages ensured inclusivity. The final questionnaire comprised three sections: the first section gathered demographic data such as educational level, nationality, and age; the second focused on key areas instructors should prioritize to improve learners’ language skills; and the third section explored the factors learners find most beneficial in their Arabic language learning and speaking experiences.

3.4. Data Analysis

The data collected from non-native Arabic learners were analyzed using SPSS 27, a widely-used statistical software known for its comprehensive suite of analytical tools [30]. Initially, a frequency distribution was conducted to establish the respondent profile. Subsequently, the reliability was assessed using Cronbach’s alpha, and the validity was determined through component factor analysis. Finally, descriptive statistics, including frequency distribution, were employed to determine the respondents’ perspectives on the survey questions.

3.5. Reliability and Validity Assessments

Reliability in statistics refers to the consistency in measurement [31,32,33] and is often evaluated using Cronbach’s alpha coefficient to determine the internal consistency of a set of items for each factor [32]. A higher Cronbach’s alpha coefficient indicates greater accuracy in responses for the factor, with values above 0.70 considered acceptable and values above 0.60 being considered appropriate [34,35]. In this study, the reliability of the measurements was investigated by determining Cronbach’s alpha, which was ideal for examining the composite reliability. The results showed a Cronbach’s alpha value of 0.852, indicating a high level of reliability (

Table 1. Reliability (Cronbach’s alpha, α).

Cronbach’s Alpha	No of Items
0.852	24

).

Following the evaluation of the reliability, the validity was assessed to ensure that an indicator designed to measure a concept was indeed capable of doing so [31]. Assessing the validity of scores within a sample helps determine the suitability of the instrument used in the survey research [27,35]. In this study, validity was tested with principal component analysis using Varimax with the Kaiser normalization, as shown in

Table 2. Validity (component factor analysis).

Rotated Component Matrix a
Component
		1	2	3	4	5	6	7	8	9	10	11	12	13	14	15	16	17	18	19	20	21	22
OBJ1	Q1												0.886
	Q2					0.900
	Q3									0.890
	Q4																					0.848
	Q5																	0.870
	Q6													0.892
	Q7	0.957
	Q8							0.967
	Q9											0.936
	Q10				0.938
	Q11																0.874
	Q12										0.923
	Q13															0.924
OBJ2	Q14						0.918
	Q15								0.894
	Q16																		0.885
	Q17														0.889
	Q18		0.931
	Q19			0.953
	Q20																			0.856
	Q21																				0.863
	Q22																						0.831

Extraction method: principal component analysis. Rotation method: Varimax with the Kaiser normalization. OBJ1,2: Objective 1, 2 questions. ^a Rotation converged in 7 iterations.

. The results confirmed the validity of all the questions (i.e., 13 for objective 1, and 8 for objective 2), as indicated by all the validity values exceeding 0.3. After assessing the validity and reliability of the data, the next step in the research process was to conduct descriptive statistical analysis to address the research questions.

4. Results

4.1. Demographic Information

This section of the study is primarily descriptive, focusing on analyzing the demographics of the participants. Initially, a descriptive analysis was carried out to showcase key personal details such as the age, nationality, and educational level of the participants. This examination revealed the distribution and proportions of these demographic factors, which are detailed in

Table 3. Descriptive statistics for age and education.

Rank	Frequency	Percentage
Age 18 to 22 years	121	27.3
23 to 26 years	265	59.7
27 to 31 years	57	12.8
34 years or above	1	0.2
Level of Education
Level 1	0	0
Level 2	0	0
Level 3	80	18.0
Level 4	364	82.0
Total	444	100.0

,

Table 4. Age versus level of study.

		Level 3	Level 4	Total
Age	18 to 22 years	29	92	121
	23 to 26 years	40	225	265
	27 to 31 years	11	46	57
	34 years or above	0	1	1
	Total	80	364	444

and

Table 5. Descriptive statistics for nationality.

Country	Frequency	Percentage	Country	Frequency	Percentage
Afghanistan	12	2.7	Cameroon	9	2.0
Albania	4	0.9	Canada	2	0.5
America	2	0.5	Central African Republic	5	1.1
Angola	3	0.7	Chad	4	0.9
Azerbaijan	3	0.7	China	15	3.4
Bangladesh	7	1.6	Cambodia	6	1.4
Belgium	1	0.2	Comoros	27	6.1
Bosnia	5	1.1	Congo	4	0.9
Burma	1	0.2	Côte d’Ivoire	1	0.2
Burundi	6	1.4	Egypt	2	0.5
Eritrea	1	0.2	Kazakhstan	12	2.7
Ethiopia	3	0.7	Kenya	1	0.2
France	9	2.0	Kosova	5	1.1
Gambia	3	0.7	Kyrgyzstan	28	6.3
Germany	1	0.2	Libya	3	0.7
Ghana	4	0.9	Macedonia	5	1.1
Guinea	17	3.8	Madagascar	5	1.1
India	6	1.4	Malawi	2	0.5
Indonesia	53	11.9	Malaysia	15	3.4
Japan	1	0.2	Mauritius	1	0.2
Mozambique	4	0.9	Rwanda	3	0.7
Nepal	2	0.5	Sierra Leone	20	4.5
Netherlands	1	0.2	Singapore	7	1.6
Nigeria	17	3.8	Sirilanka	8	1.8
Norway	1	0.2	Somalia	1	0.2
Pakistan	4	0.9	Spain	4	0.9
Palestine	1	0.2	Switzerland	1	0.2
Philippines	8	1.8	Taiwan	1	0.2
Portugal	1	0.2	Tajikistan	3	0.7
Russia	18	4.1	Tanzania	3	0.7
Thailand	3	0.7	Uzbekistan	22	5.0
Togo	5	1.1	Zambia	3	0.7
Turkey	4	0.9	Zimbabwe	1	0.2
United Kingdom	4	0.9
Total Samples: 444				Total Percentage: 100.0%

, providing a comprehensive overview of the respondent profiles.

The descriptive statistics presented in Table 3 reveal that the majority of the respondents, accounting for 59.7%, belonged to the age group of 23 to 26 years. Following this group were individuals aged 18 to 22, comprising 27.3% of the sample, and those between 27 and 31 years old, making up 12.8%. Notably, there was only one respondent aged 34 or older. These findings suggest a strong interest in learning Arabic as a second language among individuals aged 23 to 26 years. In terms of education, most individuals possessed a level 4 qualification (82%), with a smaller percentage at level 3 (18%), and none at levels 1 or 2. This suggests that those with a level 4 education show a greater interest in learning Arabic as a second language.

Table 4, given above, displays the correlation between age and educational attainment. It indicates that among the 121 respondents aged 18 to 22, 29 had a level 3 education, while 92 had a level 4 education. For the 265 respondents aged 23 to 26, 40 had a level 3 education, and 225 had a level 4 education. For the 265 respondents aged 23 to 26, 40 had a level 3 education, and 225 had a level 4 education. Additionally, for the 57 respondents aged 27 to 31, 11 had a level 3 education, and 46 had a level 4 education. Only one respondent aged 34 or older had a level 4 education. Overall, the data suggest that individuals aged 23 to 26 were more highly educated and more interested in learning Arabic as a second language. The information about the levels was used to determine the participation of learners. Learners at different levels may not the face the same issues Therefore, to generalize the findings, the focus was on both level 3 and level 4 learners.

Table 5, provided above, displays descriptive statistics for the nationality or country of origin of the respondents. The results revealed that the majority of respondents were Indonesian (53 respondents), followed by 28 from Kyrgyzstan, 27 from Comoros, 22 from Uzbekistan, 20 from Sierra Leone, 18 from Russia, and 15 from China.

4.2. Questionnaire Results

The initial question posed to non-native Arabic learners regarding the impact of engaging in professional development activities on their Arabic language proficiency suggested that they believe such participation can greatly enhance their learning and speaking skills. Analysis of the data in

Table 6. Descriptive statistics for participation in professional development activities.

Statements	Frequency	Percentage
Strongly Disagree	20	4.5
Disagree	16	3.6
Neither Agree nor Disagree	47	10.6
Agree	266	59.9
Strongly Agree	95	21.4
Total	444	100.0

indicated that the majority (266 individuals) of non-native Arabic learners agreed that their proficiency in learning and speaking Arabic would benefit from participating in professional development activities.

Regarding the second question answered by non-native speakers, they felt that effectively utilizing feedback provided to them would enhance their speaking skills. The results revealed that the majority (282 individuals) of non-native speakers learning ASL agreed that effective incorporation of their feedback by instructors would enhance their ability to learn and speak the Arabic language (

Table 7. Descriptive statistics for the effect of learners’ feedback on instructors’ work.

Statements	Frequency	Percentage
Strongly Disagree	12	2.7
Disagree	18	4.1
Neither Agree nor Disagree	54	12.2
Agree	282	63.5
Strongly Agree	78	17.6
Total	444	100.0

).

The third question posed to non-native speakers was whether they thought that integrating technology and multimedia resources by educators can improve their proficiency in speaking Arabic. The results revealed that the majority (260 individuals) of non-native speakers agreed that the incorporation of technology and multimedia resources by instructors can enhance their Arabic language speaking skills (

Table 8. Incorporation of technology and media for speaking efficiency.

Statements	Frequency	Percentage
Strongly Disagree	26	5.9
Disagree	30	6.8
Neither Agree nor Disagree	42	9.5
Agree	260	58.6
Strongly Agree	86	19.4
Total	444	100.0

).

The fourth question posed to non-native speakers was whether they thought rating (i.e., quality and alignment with learning objectives and standards), structure, and customization of the curriculum in the program were important to learning the Arabic language. The results indicated that the majority (262 individuals) of non-native speakers learning Arabic as a second language agreed that rating, structure, and customization of the curriculum in the program are important in aiding them to learn Arabic (

Table 9. Significance of rating, structure, and customization of the curriculum on learning Arabic.

Statements	Frequency	Percentage
Strongly Disagree	18	4.1
Disagree	12	2.7
Neither Agree nor Disagree	51	11.5
Agree	262	59.0
Strongly Agree	101	22.7
Total	444	100.0

). On the contrary, only a small number (specifically, 18 individuals, corresponding to 4% of the total sample) strongly opposed this statement.

The fifth question posed to non-native speakers learning Arabic as a second language inquired about their perspectives on the importance of teachers integrating cultural components into the Arabic language curriculum for learning Arabic. The results revealed that the majority (278 individuals) of non-native speakers agreed that the integration of cultural components into the curriculum by teachers is highly important for effectively learning the Arabic language (

Table 10. Integration of cultural components by teachers.

Statements	Frequency	Percentage
Strongly Disagree	9	2.0
Disagree	14	3.2
Neither Agree nor Disagree	51	11.5
Agree	278	62.6
Strongly Agree	92	20.7
Total	444	100.0

).

The sixth query posed to non-native speakers examined whether, according to their view, teachers should be adapted to accommodate the diverse linguistic background and learning preferences of non-Arabic speakers. The results of the query are given in

Table 11. Teaching tailored to accommodate diverse linguistic backgrounds.

Statements	Frequency	Percentage
Strongly Disagree	23	5.2
Disagree	16	3.6
Neither Agree nor Disagree	48	10.8
Agree	270	60.8
Strongly Agree	87	19.6
Total	444	100.0

. The majority (270 individuals) of non-native speakers agreed that teachers should be adapted to accommodate the diverse linguistic background and learning preferences of non-Arabic speakers, while only a few (16 individuals) disagreed with this statement.

The seventh query examined whether existing curriculum textbooks lack sufficient speaking exercises to stimulate student participation. The results revealed that the majority (223 individuals) of non-native speakers agreed that curriculum textbooks lack sufficient speaking exercises to stimulate student participation. Moreover, 84 respondents (18.9%) strongly agreed with this (

Table 12. Curriculum lacking speaking exercises.

Statements	Frequency	Percentage
Strongly Disagree	26	5.9
Disagree	63	14.2
Neither Agree nor Disagree	48	10.8
Agree	223	50.2
Strongly Agree	84	18.9
Total	444	100.0

).

The eighth question sought to determine if teachers focus on Arabic pronunciation, grammar, and vocabulary. The analysis of the data presented in

Table 13. Teachers’ insufficient attention to Arabic pronunciation, grammar, and vocabulary.

Statements	Frequency	Percentage
Strongly Disagree	82	18.5
Disagree	150	33.8
Neither Agree nor Disagree	56	12.6
Agree	129	29.1
Strongly Agree	27	6.1
Total	444	100.0

showed that the majority (150 individuals) of non-native Arabic learners disagreed with the notion that teachers neglect these aspects. Conversely, a small percentage of respondents (27 individuals, or 6.1%) strongly agreed that teachers do not pay sufficient attention to Arabic pronunciation, grammar, and vocabulary. However, it was surprising to note that a significant number of individuals (i.e., 123) agreed that teachers do not pay sufficient attention to Arabic pronunciation, grammar, and vocabulary. Therefore, their perception of students is mixed; some perceive that teachers are paying significant consideration to these aspects, but others think that teachers are ignoring them.

The ninth question sought to determine if individuals are provided with opportunities to practice their speaking skills beyond the classroom setting. The analysis of the data presented in

Table 14. Opportunity to practice their speaking skills outside class.

Statements	Frequency	Percentage
Strongly Disagree	75	16.9
Disagree	126	28.4
Neither Agree nor Disagree	53	11.9
Agree	161	36.3
Strongly Agree	29	6.5
Total	444	100.0

indicated that a significant number (161) of non-native Arabic learners acknowledged the lack of opportunities to practice speaking outside of formal lessons.

The tenth query to non-native speakers examined their view on whether most students do not practice speaking because they are shy about making mistakes. According to the results presented in

Table 15. Student practices and shyness.

Statements	Frequency	Percentage
Strongly Disagree	21	4.7
Disagree	32	7.2
Neither Agree nor Disagree	49	11.0
Agree	238	53.6
Strongly Agree	104	23.4
Total	444	100.0

, that the majority (238 individuals) of non-native speakers agreed that a key factor inhibiting Arabic language practice among non-native learners is a fear of embarrassment or social discomfort associated with making errors while speaking.

The view of non-native speakers learning Arabic as a second language on the significance of participation in real-world communication activities in enhancing their Arabic speaking skills was the subject of the eleventh question. The results revealed that the majority (256) of non-native speakers agreed that participation in real-world communication activities can enhance speaking skills (

Table 16. Participation in real-world communication activities.

Statements	Frequency	Percentage
Strongly Disagree	16	3.6
Disagree	9	2.0
Neither Agree nor Disagree	29	6.5
Agree	256	57.7
Strongly Agree	134	30.2
Total	444	100.0

).

The role of a limited vocabulary in their struggle to communicate with native Arabic speakers was the argument of the twelfth question. The results presented in

Table 17. Speaking Arabic is challenging due to limited vocabulary.

Statements	Frequency	Percentage
Strongly Disagree	31	7.0
Disagree	57	12.8
Neither Agree nor Disagree	50	11.3
Agree	228	51.4
Strongly Agree	78	17.6
Total	444	100.0

indicate that the majority (228) of non-native speakers learning Arabic as a second language agreed that they still struggled to communicate effectively with native Arabic speakers due to their limited vocabulary knowledge.

The thirteenth question in the survey of non-native speakers learning Arabic as a second language asked whether speaking Arabic can be challenging due to differences in sounds between the two languages. The results presented in

Table 18. Descriptive statistics for objective 2 questions.

Questions	Responses	Frequency	Percentage
Is the role-playing teaching method by instructors most effective in helping me learn or speak the Arabic language?	Strongly Disagree	19	4.3
	Disagree	33	7.4
	Neither Agree nor Disagree	77	17.3
	Agree	258	58.1
	Strongly Agree	57	12.8
	Total	444	100.0
Is group discussion a more effective method for instructors to teach me or help me improve my Arabic language skills?	Strongly Disagree	16	3.6
	Disagree	23	5.2
	Neither Agree nor Disagree	65	14.6
	Agree	257	57.9
	Strongly Agree	83	18.7
	Total	444	100.0
Are multimedia-based teaching methods more effective for me in learning or improving my Arabic language skills compared to other teaching approaches?	Strongly Disagree	21	4.7
	Disagree	33	7.4
	Neither Agree nor Disagree	71	16.0
	Agree	265	59.7
	Strongly Agree	54	12.2
	Total	444	100.0
Classmate support s helps me in speaking Arabic.	Strongly Disagree	12	2.7
	Disagree	20	4.5
	Neither Agree nor Disagree	39	8.8
	Agree	273	61.5
	Strongly Agree	100	22.5
	Total	444	100.0
Does my assessment structure, which includes oral examinations or presentations, impact my academic speaking challenges?	Strongly Disagree	17	3.8
	Disagree	31	7.0
	Neither Agree nor Disagree	76	17.1
	Agree	261	58.8
	Strongly Agree	59	13.3
	Total	444	100.0
Do my prior language learning experiences influence my ability to engage in academic speaking in the Arabic language?	Strongly Disagree	20	4.5
	Disagree	30	6.8
	Neither Agree nor Disagree	64	14.4
	Agree	265	59.7
	Strongly Agree	65	14.6
	Total	444	100.0
Making new friends with Arabic speakers will improve my speaking skill	Strongly Disagree	12	2.7
	Disagree	4	0.9
	Neither Agree nor Disagree	27	6.1
	Agree	235	52.9
	Strongly Agree	165	37.2
	Total	444	100
Listening to radio plays a significant role in learning conversation	Strongly Disagree	12	2.7
	Disagree	15	3.4
	Neither Agree nor Disagree	54	12.2
	Agree	246	55.4
	Strongly Agree	117	26.4
	Total	444	100.0
Correcting conversational mistakes by others improves my language	Strongly Disagree	8	1.8
	Disagree	10	2.3
	Neither Agree nor Disagree	27	6.1
	Agree	253	57.0
	Strongly Agree	146	32.9
	Total	444	100.0

showed that the majority of the respondents (222 individuals) agreed that speaking Arabic can be challenging because of these sound differences. On the other hand, only a small percentage (33 individuals, or 7.4%) strongly agreed with this assumption.

The table highlights that most learners (i.e., 58%) agreed that the role-playing teaching method is most effective in learning or speaking the Arabic language. Similarly, the majority of learners reported group discussion (57.9%) and multimedia-resource-based teaching methods (i.e., 59.7) as effective methods. Moreover, 61.5% of learners agreed that their classmates help them in speaking Arabic. Furthermore, 58.8% reported that the assessment structure, including oral examinations or presentations, contributes to their academic speaking challenges. Concludingly, the majority of non-native Arabic learners find role-playing, group discussions, and multimedia resources to be effective methods for acquiring and using the language. Moreover, factors such as peer support, correction of conversational mistakes, and forming friendships with native Arabic speakers were identified as beneficial for enhancing Arabic speaking and learning skills.

5. Discussion

Learning a new language can be a daunting task, and Arabic is often considered one of the most challenging languages for non-native speakers to acquire [36]. This is primarily due to the complex syntactic structure of the Arabic language [37]. Many countries, including the United States, have shifted their focus to the Arabic language, leading to significant investments in Arabic language education in non-Arab countries. However, learners still face numerous challenges during the learning process [38]. Further research is necessary to pinpoint these challenges, as well as to emphasize the factors that can improve learners’ proficiency in speaking Arabic as a second language [39]. In this light, the present study focused on understanding the learner’s perspective to provide insights into how instructors can enable students to learn and speak the Arabic language. Furthermore, the challenges faced by learners were identified, and important factors that can lead to effective learning and speaking the Arabic language were discussed. This research emphasized the perspectives of learners from different nationalities to enhance the generalizability of the study.

An online questionnaire, which included two research questions, was designed to gather quantifiable information on communication difficulties experienced by non-native speakers of Arabic as a second language. The first question aimed to determine how instructors can help learners learn and speak the Arabic language. It explored whether instructors actively utilize feedback, integrate technology in their teaching methods, provide opportunities for professional growth, create tailored curricula, and enhance learners’ proficiency in Arabic language acquisition and communication [40]. The results suggested that instructors should assist learners in engaging in professional development activities (i.e., workshops, training, pedagogy courses, and cultural immersion activities) and implementing the feedback they receive. By utilizing this feedback effectively, teachers can gain a better understanding of the challenges learners encounter, develop customized curricula to target the issues of each learner group and facilitate the support of the students’ progress [40,41]. The present study explored learner recommendations on effective teaching methods, highlighting the significance of educators incorporating cultural elements into their instruction. Language and culture are closely intertwined, and by integrating cultural facets such as literature, history, and social norms, instructors can enhance the learning experience. This cultural integration can aid learners in grasping the language’s context, thereby enhancing their communication skills [42,43].

Furthermore, learners have emphasized the importance of educators creating approaches that cater to a wide range of learners. This recognition stems from the realization that students have diverse linguistic backgrounds and unique learning preferences and styles [44]. While some learners excel in structured settings, others may find hands-on methods more beneficial. Successful instructors address this diversity by utilizing a mix of teaching techniques and resources. This ensures that every learner, irrespective of their background or preferred learning style, can effectively acquire Arabic skills. Our findings also underscore the importance of curriculum development tailored to the specific needs of each learner group [44]. A “one-size-fits-all” approach is unlikely to be effective, while instructors can design a curriculum that is both challenging and achievable by considering the learners’ proficiency level, cultural background, and learning goals. Al-Batal [44] suggested that this targeted approach allows learners to focus on areas that require more attention and to build upon their existing knowledge and skills. Finally, learners highlighted the importance of instructors focusing on the fundamental aspects of Arabic language acquisition: pronunciation, grammar, and vocabulary. While cultural immersion and varied teaching methods are valuable, a strong foundation in these core areas is crucial for effective communication in Arabic [44]. Instructors should allocate adequate time to explaining and practicing these elements, ensuring that learners acquire the necessary skills to speak and comprehend Arabic with precision and fluency.

The second research question was formulated to explore the factors that language learners consider effective when learning or speaking the Arabic language. Analysis of the results clearly indicated that while all teaching methods play a crucial role in the learning process, group discussion is the most pivotal. This result is consistent with several studies [45,46,47]. Group discussions provide a platform for learners to practice spoken Arabic in a safe and supportive environment while encouraging active participation, effective idea sharing, and fostering a dynamic exchange of thoughts and perspectives that helps to develop their language skills and build confidence in using the language. According to Retnawati et al. [48], this collaborative process not only enhances communication skills but also promotes critical thinking and problem-solving abilities. Therefore, it is imperative for instructors to prioritize and emphasize group discussion when teaching Arabic to non-native speakers, as it has been shown to be the most effective method for facilitating language acquisition and communication skills. By prioritizing this crucial element, educators have the opportunity to greatly improve the learning journey and results for their students. Therefore, it is recommended that instructors pay special attention to this aspect when teaching the Arabic language to non-native speakers [48].

The learners also identified many external and internal factors that can enhance their efficiency in learning or speaking the Arabic language. In addition to the value of group discussions, learners highlighted several other factors that contribute to effective Arabic language learning. Exposure to authentic Arabic content, such as radio broadcasts or podcasts, was considered highly valuable. Immersing oneself in spoken Arabic outside the classroom was also emphasized as crucial, as it helps learners move beyond simply memorizing vocabulary and grammar rules and instead enables them to truly internalize the language through practical application and engagement with native speakers.

The results of the present study also revealed that learners highly appreciate the support they receive from their peers. Establishing friendships with Arabic speakers offers chances for informal language practice and exposure to everyday Arabic dialogue. This social engagement extends beyond the confines of the classroom and can greatly enhance motivation and confidence in utilizing the language [49]. Learners with prior experience in language acquisition, irrespective of the language, tend to find approaching Arabic more comfortable. This familiarity with language learning strategies and techniques allows for a smoother transition into acquiring Arabic, giving them a head start in the process. Active learning strategies, as highlighted by Rizal and Sopian [49], prove beneficial for learners. Engaging in presentations and examinations pushes these learners beyond passive knowledge absorption, requiring them to actively apply their understanding in challenging situations. This active participation not only enhances comprehension but also strengthens their ability to use Arabic effectively in practical contexts. Receiving constructive feedback, whether from instructors or peers, was ultimately seen as beneficial. Feedback helps learners identify areas for improvement and allows them to adjust their learning strategies for better outcomes [49]. By incorporating these learner-identified factors alongside effective instructional methods, language instructors can create a well-rounded learning environment that not only fosters Arabic language proficiency but also cultivates confidence and a genuine appreciation for the language and its associated culture.

Implications of the Study

The Arabic language has a rich history, yet it continues to be adopted by many countries, and an increasingly high number of people around the globe are interested in learning and speaking Arabic. This research has focused on the challenges faced by learners while learning Arabic as a second language, providing several theoretical and practical implications. The theoretical implications include expanding the existing body of literature on teaching Arabic as a second language, addressing the obstacles encountered by ASL learners, and providing instructional recommendations for ASL learners. Moreover, this research significantly differs from prior studies that either focused on instructors [50,51] or conducted systematic reviews [52] to provide guidelines to instructors, in that the guidelines provided here incorporate the perspectives and assumptions of ASL learners. Furthermore, this study offers valuable insights that can serve as a helpful guide for academics and researchers seeking to understand the factors that can improve the ability of learners to acquire and speak Arabic as a second language. In terms of practical implications, this research can aid instructors and institutions teaching Arabic as a second language to tailor curricula for specific learner groups and improve ASL learners’ speaking skills through group-based teaching methods.

6. Conclusions

The key conclusions of this study are as follows: ASL instructors should focus on improving their feedback practices to provide high-quality, tailored support for learners. They must also develop customized curriculum and teaching strategies that are adapted to the specific needs and abilities of each group of students, rather than relying on a one-size-fits-all approach. The integration of technology and multimedia resources into Arabic language instruction is an important factor for enhancing learning outcomes, and instructors should explore ways to leverage digital tools to engage learners. Additionally, instructors must develop strategies for accommodating the diverse needs and backgrounds of their students, such as incorporating cultural components and creating opportunities for collaborative learning. Finally, this study suggests that learners can take an active role in improving their proficiency in spoken Arabic through activities like listening to radio broadcasts, collaborating with classmates, and building relationships with native speakers. The research has not differentiated the perceptions or views of learners at different levels. Thus, future studies can differentiate between the views of level 3 and level 4 learners.