<![CDATA[Advanced-level Arabic language learning requires learners to comprehend and produce authentic discourse, yet classroom practice remains dominated by teacher-centred explanation, grammatical drills, and translation, while literary texts are seldom used beyond appreciation for sustained productive language use. Because literary texts uniquely combine authentic language, cultural depth, and affective engagement in a single resource, they are more than other authentic materials well placed to anchor meaningful language production; yet project-based language learning (PBLL) has largely developed as a content-neutral procedure, and no framework has articulated how the two might be joined. This study formulates a conceptual framework integrating Arabic literary texts into PBLL at the advanced level. Methodologically, it is a qualitative conceptual synthesis combining an integrative literature review with content and comparative analysis: three purposively selected texts across genres (classical poetry, modern short fiction, and autobiographical prose), together with foundational PBLL literature, were analysed, and their lexical, syntactic, cultural, and rhetorical features were mapped onto the phases of a project cycle. The resulting framework positions literary texts as a content engine each textual layer activating a specific project process, from the driving question and textual investigation to producing communicative artefacts so that language development, as the primary aim, is theoretically expected to advance together with critical thinking and cultural literacy. Rather than a validated method, the framework offers a proposed basis for operationalising literary-text-driven instruction, whose feasibility, teacher usability, learner workload, assessment reliability, and effectiveness now require empirical testing across Arabic programmes in Indonesian higher education and madrasah settings.]]>
