The Role of Arabic Films in Developing Learners’ Speaking Proficiency: Strategies and Classroom Applications

Abstract

Arabic speaking proficiency remains a challenging aspect of Arabic language learning in higher education because many instructional practices still provide limited opportunities for authentic oral communication. This study investigates the role of Arabic films in developing learners’ speaking proficiency and explores effective strategies for integrating Arabic films into Arabic speaking or Muhadasah classrooms. A qualitative research design was employed involving 36 participants, consisting of 33 Arabic learners and three Muhadasah lecturers. Data were collected through semi-structured interviews and classroom observations, and analyzed using thematic analysis involving data condensation, data display, and conclusion drawing. The findings reveal that Arabic films contribute to speaking development by providing authentic language exposure, improving pronunciation and intonation, enriching vocabulary, increasing learners’ confidence, and enhancing cultural and pragmatic awareness. The study also shows that the effectiveness of Arabic films depends on structured instructional strategies, including pre-viewing preparation, guided viewing, shadowing, dialogue practice, role-play, discussion, and creative language production activities. The findings indicate that Arabic films should not be used merely as entertainment materials but integrated as communicative learning resources that facilitate the transition from language input to active speaking performance. This study contributes to Arabic language pedagogy by providing insights into how audiovisual materials can support speaking development through contextualized and student-centered learning approaches. The findings have implications for Arabic educators seeking innovative strategies to improve learners’ oral communication skills in higher education contexts.