TEACHING AND LEARNING STRATEGIES FOR ARABIC LANGUAGE AMONG DIPLOMA IN ISLAMIC STUDIES STUDENTS AT UniSHAMS: AN ANALYSIS OF INTERACTIVE AND TECHNOLOGICAL APPROACHES

The teaching and learning process of the Arabic language among students is a global concern, particularly in the field of Islamic Studies at the university level. Arabic has played a crucial role as the language of knowledge and serves as the medium of instruction in the academic domain of Islamic Studies. Several constraints are encountered during the teaching and learning process, including students’ inability to communicate in Arabic, limited vocabulary, and fear of making errors in speech. These constraints have posed significant challenges for UniSHAMS lecturers. Therefore, this study was conducted to explore effective teaching and learning strategies to enhance Arabic language proficiency among Diploma in Islamic Studies students at UniSHAMS. Utilizing a qualitative approach, data were collected through in-depth interviews with subject matter experts and analysed thematically. The findings reveal that interactive strategies such as conversational practice, real-life situation simulations, group assignments and language games significantly contribute to improving students’ language skills. Additionally, the integration of technology, including language learning applications (e.g., Duolingo, Babbel) and social media platforms, was identified as a crucial factor in fostering engagement and motivation. The study highlights that a combination of interactive and technological approaches not only enhances comprehension and communication skills but also cultivates a deeper interest in mastering Arabic. The implications of this study suggest the need for diverse and dynamic teaching methods to ensure effective learning outcomes. Recommendations for future research include exploring quantitative methods to assess the long-term impact of these strategies.