The Effect of Program Based on Teaching Morphology within Interactive Strategies on Enhancing Arabic Speaking Skills and Motivation for Non-Native Speakers

Arabic language holds a distinguished global status as the language of the Holy Quran and for its unique linguistic characteristics. Consequently, many countries seek to teach Arabic to non-native speakers. However, mastering Arabic, particularly speaking skills, remains challenging. Malaysian learners, in particular, often experience difficulties due to structural differences between Arabic and Malay, as well as low self-confidence, which hinder their acquisition of morphological structures and their application in oral communication. Accordingly, the present study aimed to investigate the impact of program based on teaching Arabic morphology through interactive strategies on enhancing speaking skills among non-native Arabic learners and to measure its effect on students’ motivation toward oral participation. The study employed descriptive-analytical and correlational methodologies. The sample consisted of 18 male and female students enrolled in the Diploma in Arabic Language and Literature program at Universiti Sultan Zainal Abidin (UniSZA), Malaysia, during the 2025/2026 academic year. To achieve the study objectives, a seven-lecture educational program was designed and implemented. The program integrated verb conjugation with interactive activities, including role-play, interviews, dialogue, and group work, to connect morphological rules with authentic language use. The findings demonstrated a substantial improvement in speaking skills, with arithmetic means ranging from 4.27 to 4.83, indicating enhanced oral fluency, accurate verb usage, correct sentence construction, and greater speaking confidence. The program also positively influenced students’ motivation toward oral participation, with arithmetic means ranging from 4.11 to 4.88, reflecting its success in creating a safe and stimulating learning environment that reduced fear and shyness associated with speaking Arabic. The study concludes that integrating Arabic conjugation into interactive instructional strategies effectively develops speaking skills among non-native learners while strengthening the cognitive, affective, and social dimensions of language learning. It recommends expanding the implementation of similar programs in institutions that teach Arabic to non-native speakers.

Teaching Morphology, Speaking Skill, Interactive Activities, Motivation

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