Learners’ need for an AI-integrated, CEFR-aligned advanced Arabic speaking module based on Nahu Wazifi
DOI:
https://doi.org/10.15282/Keywords:
Arabic speaking proficiency, Artificial intelligence, CEFR alignment, Nahu Wazifi, Needs analysisAbstract
As one of the most challenging yet under-cultivated skills, the ability to communicate in Arabic in more accurate and fluent ways, particularly in Malaysia, has frequently been impeded by the use of conventional teaching approaches, which are often teacher-centred grammar instruction. Nonetheless, such approaches often lack communicative relevance, which has resulted in learners’ persistent difficulty in producing grammatically accurate and context-appropriate utterances, despite years of formal instruction. As such, to resolve the above limitations, the current investigation sought to examine learners’ needs as Phase 1 (needs analysis) of a Design and Development Research (DDR) project for an advanced module of Arabic speaking, which incorporated the Nahu Wazifi approach as a functional model of grammar based on real-life language use, supported by the use of artificial intelligence (AI) technologies and the Common European Framework of Reference for Languages (CEFR). With the Technological Pedagogical Content Knowledge (TPACK) framework and the communicative competence theory serving as the foundation, a total of 91 students in their second year of enrolment in an Arabic Language with Communication programme were recruited for the current quantitative survey, which included four key areas, namely educational approaches, CEFR-aligned goals of language proficiency, technological instruments, and the requirements of the learning content. The findings indicated that there was a strong overall need across all four domains, with particular emphasis on the availability of speaking content that could enhance grammatical accuracy, confidence, and practical language use. Learners also expressed strong support for the integration of the Nahu Wazifi approach and AI technologies as a key means to provide relevant feedback, flexibility, and opportunities for self-paced learning. Thus, the findings highlighted the importance of developing a learner-centred, AI-integrated, and CEFR-aligned Arabic speaking module grounded in functional grammar. Such a module would be expected to support the development of more fluent, confident, and contextually competent Arabic speakers, particularly within non-native learning environments.
References
Abduh, D. (1979). Nahwa Ta‘līm al-Lughah al-‘Arabiyyah Wazīfiyyan. Muassasah Dar Al-Ulum.
Adeel, M. A. (2022). Nahw khitāb taʿlīmī waẓīfī tadāwulī fī biyāt taʿlīm al-ʿArabiyyah lil-nāṭiqīn bighayrihā. Majallat al-Zahrāʾ, 31, 4072–4075.
Al-Hallaq, I. M. S. H. (2017). Al-manhaj al-tawāṣulī fī taʿlīm al-lughāt: al-lughah al-ʿArabiyyah anmūdhajan [master’s thesis, Qatar University].
Alharthi, K. (2020). The effectiveness of contextualized grammar instruction on Saudi EFL learners' writing performance. Arab World English Journal, 11(1), 123–135. https://doi.org/10.24093/awej/vol11no1.10
Ali, H. H. (2017). Al-mahām al-lughawiyyah al-tawāṣuliyyah wa-atharuhā fī iktisāb al-waẓāʾif al-naḥwiyyah ladā mutaʿallimī al-ʿArabiyyah lugha thāniyah. Al-ʿUlūm al-Tarbawiyyah, 2(3), 1–25.
Alkaabi, M. H., & Almaamari, A. S. (2025). Generative AI implementation and assessment in Arabic language teaching. International Journal of Online Pedagogy and Course Design, 15(1), 1–18. https://doi.org/10.4018/IJOPCD.368037
Al-Mahrooqi, R. (2012). English communication skills: How are they taught at schools and universities in Oman? English Language Teaching, 5(4), 124–130. https://doi.org/10.5539/elt.v5n4p124
Almelhes, S. (2024). Enhancing Arabic language acquisition: Effective strategies for addressing non‑native learners’ challenges. Education Sciences, 14(10), 1116. https://doi.org/10.3390/educsci14101116
AlSalem, A. S. (2025). The effect of using the functional approach on developing phonological awareness in Arabic among elementary school girls. Port Said Journal of Educational Research, 4(1), 1–27. https://doi.org/10.21608/PSJER.2024.294264.1035
Brosh, H. (2021). Frequent Arabic grammatical errors among undergraduate students. Journal of the National Council of Less Commonly Taught Languages, 31, 189–233. https://doaj.org/article/c728ef523b534f27b7c1fb157dce608c
Brown, H. D. (2007). Principles of language learning and teaching (5th ed.). Pearson Education.
Che Haron, S. (2013). The Teaching Methodology of Arabic Speaking Skills: Learners’ Perspectives. International Education Studies, 6(2), 55–63. https://doi.org/10.5539/ies.v6n2p55.
Che Haron, S., Abdullah, N., Che Haron, S., & Mohamed Mokhtar, M. I. (2025). The issue of Arabic speaking skills among Malay learners: What is missing? IJAZ ARABI: Journal of Arabic Learning, 8(1), 319–331. https://doi.org/10.18860/ijazarabi.v8i1.26521
Council of Europe. (2020). Common European Framework of Reference for Languages: Learning, teaching, assessment – companion volume. Council of Europe Publishing.
Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Pearson Education.
El-Dakhs, D., & Al-Ahdal, A. (2019). The impact of discourse-based instruction on EFL learners' spoken fluency and coherence. Theory and Practice in Language Studies, 9(6), 654–662. https://doi.org/10.17507/tpls.0906.03
ElMeftahy, N. (2025). Arabic language education assessment through international experiences: A comparative analysis. Journal of Arabic Language Learning and Teaching, 3(1), 33-46. https://doi.org/10.23971/jallt.v3i1.291
Etikan, I., & Bala, K. (2017). Sampling and sampling methods. Biometrics & Biostatistics International Journal, 5(6), 00149. https://doi.org/10.15406/bbij.2017.05.00149
Faryat, A. (2025). Developing speaking skills in Arabic learners who are non-native speakers: A descriptive and analytical study. Journal of Arabic Language Learning and Teaching, 3(1), 69–88. https://ejournal.iain-palangkaraya.ac.id/index.php/jallt
Gu, B. & Ismail, W.M. (2024). Speaking Skills Problems Encountered by Non-Native Arabic Learners at Universities in Northeast China. IJAZ ARABI: Journal of Arabic Learning, 7(3), 871–877. https://doi.org/10.18860/ijazarabi.v7i3.27308
Halali, A. A. S., Ismail, L., Abd Samad, A., Razali, A. B., & Noordin, N. (2022). Challenges in academic speaking for non-native speakers: The case of Libyan students studying in Malaysia. Pertanika Journal of Social Sciences & Humanities, 30(S1), 33–48. https://doi.org/10.47836/pjssh.30.S1.03
Hariri, M. (2021). Al-madkhal al-waẓīfī fī taʿlīm al-lughah al-ʿArabiyyah lil-nāṭiqīn bighayrihā: Mahārat al-muḥādathah anmūdhajan. Majallat al-Miyādīn li al-Dirāsāt fī al-ʿUlūm al-Insāniyyah, al-ʿadad al-khāṣṣ, 475–476.
Hinkel, E. (2006). Current perspectives on teaching the four skills. TESOL Quarterly, 40(1), 109–131. https://doi.org/10.2307/40264513
Ilhami, R., Hasan, N., Wargadinata, W., Fadhlan, M., & Fikri, A. (2021). The effectiveness of contextual teaching learning through Zoom in improving Arabic speaking skills during COVID-19. An Nabighoh, 23(2), 169–182. https://doi.org/10.32332/an-nabighoh.v23i2.3272
Jamaludin, N. (2019). Panduan Asas Analisis Data. Penerbit Universiti Malaya.
Kassim, A., Kassim, H., Nik Mohd Alwi, N. A., Nordin, M. S., & Rahim, M. (2024). A systematic literature review of web-based tools application in ESL and EFL writing classes. International Journal of Language Education and Applied Linguistics, 14(1), 40–50. https://doi.org/10.15282/ijleal.v14i1.10259
Kessler, G. (2018). Technology and the future of language teaching. Foreign Language Annals, 51(1), 205–218.
Krejcie, R. V., & Morgan, D. W. (1970). Determining sample size for research activities. Educational and Psychological Measurement, 30(3), 607–610. https://doi.org/10.1177/001316447003000308
Lavrakas, P. J. (2008). Encyclopedia of Survey Research Methods. Sage Publications.
Li, Y. (2024). Usability of ChatGPT in second language acquisition: Capabilities, effectiveness, applications, challenges, and solutions. Studies in Applied Linguistics & TESOL, 24(1), 24–37. Teachers College, Columbia University. https://doi.org/10.52214/salt.v24i1.12864
Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. Jossey-Bass.
Mohd Majid, K. (2002). Kaedah Penyelidikan Pendidikan. Dewan Bahasa dan Pustaka.
Mudawy, A. M. A. (2025). Exploring EFL learners’ perceptions on the use of AI powered conversational tools to improve speaking fluency: A case study at Majmaah University. Forum for Linguistic Studies, 7(1), 589–598. https://doi.org/10.30564/fls.v7i1.7774
Mufidah, I. M., Khoiriyah, S., & Ainiy, N. (2025). Implementation of Arabic language learning media in Islamic universities: Benefits and problems. Journal of Arabic Language Learning and Teaching, 3(1), 59–68. https://doi.org/10.23971/jallt.v3i1.254
Rabab‘ah, I. H. (2019). Taʿlīm al-lughah al-ʿArabiyyah lil-nāṭiqīn bighayrihā min manẓūr al-madkhal al-waẓīfī. Dirāsāt: al-ʿUlūm al-Insāniyyah wa al-Ijtimāʿiyyah, 46(1), 105–120.
Saad, N. S., Ab. Ghani, S., & Abdullah, F. S. (2013). The effectiveness of cooperative learning approaches in enhancing communication skills. Jurnal Pendidikan Malaysia, 38(2), 45–52.
Saeed, A., & Al-Jarf, R. (2022). Integrating AI-based applications in teaching Arabic speaking skills. Journal of Educational Technology Development and Exchange, 15(2), 45–63.
Sayed, M. S. S. (2020). Athar al-naḥw al-waẓīfī fī tadrīs al-lughah al-ʿArabiyyah lighayr al-nāṭiqīn bihā. Majallat al-Lughawiyyāt wa al-Thaqāfāt al-Muqāranah, 35(4), 122–127.
Sībawayh, A.I.U. (1988). Al-Kitāb (ʿAbd al-Salām Muḥammad Hārūn, Ed.; 3rd ed.). Maktabat al-Khānjī.
Sukri, S. I. A., Zubairi, A. M., Saad, M. A., & Preece, A. S. D. (2024). Challenges and frictions in the implementation of the CEFR-M: A conceptual paper. International Journal of Modern Languages and Applied Linguistics, 8(1), 83–102. https://doi.org/10.24191/ijmal.v8i1.24385/
Tavakol, M., & Dennick, R. (2011). Making sense of Cronbach’s alpha. International Journal of Medical Education, 2, 53–55. https://doi.org/10.5116/ijme.4dfb.8dfd
Tominaga, M. (2019). Al-tarākīb al-waẓīfiyyah: al-naḥw alladhī yaḥtāju ilayhi mutaʿallimū al-ʿArabiyyah min al-nāṭiqīn bighayrihā. Majallat Kulliyyat al-Ādāb, Jāmiʿat al-Qāhirah, 79(8), 106–108.
Waluyo, B., Klong-klaew, N., & Chiengchana, N. (2024). Language assessment at a Thai university: A CEFR-based test of English proficiency development. rEFLections, 31(1), 26–40. https://eric.ed.gov/?id=EJ1426806
Yerima, Y. H., & Madjid, M. N. (2025). Creating an effective Arabic language environment in the Department of Arabic Language Education, University of Muhammadiyah Yogyakarta, Indonesia. ARID International Journal of Educational and Psychological Sciences (AIJEPS), 6(11), 137–153. https://doi.org/10.36772/arid.aijeps.2024.5125
Zhu, M., & Wang, C. (2025). A systematic review of artificial intelligence in language education: Current status and future implications. Language Learning & Technology, 29(1), 1–29. https://hdl.handle.net/10125/73606
Downloads
Published
Issue
Section
License
Copyright (c) 2026 The Author(s)
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
