<![CDATA[Teaching Arabic as a foreign language at the secondary school level in Malaysia is offered through various streams, such as National Religious Secondary Schools and Religious Stream Classes. High-achieving students have their own strategies to master the Arabic language skills. This article aims to examine the types of strategies and sub-strategies used by high-achieving students, which can serve as a guide for learning Arabic. To obtain data, this article uses a quantitative method that was conducted in several religious secondary schools in Malaysia. The study sample comprises more than four hundred high-achieving students from the fourth form. The questionnaire is based on the Strategy Inventory for Language Learning (SILL) version 7.0 proposed by Oxford (Oxford, 1990). The results show that the study sample frequently uses metacognitive and memory strategies. This indicates that they plan their learning and make efforts to memorize vocabulary and sentences. This article suggests using two strategies and other sub-strategies frequently employed by the sample as a guide.]]>
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