Analysis of Linguistic and Educational Challenges in Developing Speaking Skills among Arabic Language Students in Universities in Southern Thailand

Abstract

This study aimed to analyze the linguistic and educational challenges that Arabic language students in four universities in Southern Thailand face in developing their speaking skills. It also sought to identify the factors contributing to their weakness in this skill and to propose effective strategies for improvement. The study employed a descriptive-analytical method, and data were collected through questionnaires and interviews with 25 Arabic language teachers at the targeted universities. The findings revealed that students encounter various linguistic challenges, including a lack of fluency, grammatical and morphological inaccuracy, limited vocabulary, and difficulty understanding spoken Arabic in authentic communication contexts. Educational challenges were also identified, such as reliance on traditional teaching methods, insufficient interactive activities, an unmotivating classroom environment, and a lack of opportunities for practice outside the classroom. The study concludes that improving speaking skills requires addressing both linguistic and educational aspects simultaneously through the adoption of interactive teaching strategies, the integration of modern technological tools, the creation of a motivating linguistic environment, and teacher training in modern communicative approaches. It emphasizes that the integration of linguistic and educational dimensions is essential for developing speaking skills among Arabic language students in Southern Thailand and recommends revising curricula to include more conversational and interactive activities that enhance students’ communicative competence in Arabic.