The Learning Process of Arabic Speaking Skills as a Foreign Language in Formal Education Settings: Complexity and Determining Factors

Wahyudin (Universitas Islam Negeri Siber Syekh Nurjati Cirebon)
Muhamad Rachmatul Aziz (Universitas Islam Negeri Siber Syekh Nurjati Cirebon)

Alsinatuna
Vol 11 No 2 (2026): June 2026

Speaking skills (mahārah al-kalām) are one of the primary objectives of learning Arabic as a foreign language; however, their development within formal educational contexts continues to face various challenges. These challenges are not limited to linguistic aspects but are also influenced by speaking anxiety, limited Arabic-speaking environments, less communicative teaching approaches, and the suboptimal use of technology. This study aims to analyze the factors influencing the development of Arabic speaking skills as a foreign language and to identify effective instructional strategies based on findings from previous studies. This research employed a Systematic Literature Review (SLR) method guided by the PRISMA 2020 framework. Data were obtained from Scopus, SpringerLink, DOAJ, and Google Scholar, covering publications from 2015 to 2025. Of the 1,022 articles initially identified, 50 studies were included for analysis after the removal of duplicates, screening, and eligibility assessment. The selected studies were thematically analyzed using the Braun and Clarke framework. The findings indicate that the development of speaking skills is influenced by the interaction of five main domains: linguistic, psychological, sociocultural and environmental, pedagogical, and technological. Communicative approaches, such as Task Based Language Teaching (TBLT) and Project Based Learning (PjBL), were consistently associated with improved speaking proficiency, while speaking anxiety emerged as one of the major inhibiting factors. The use of Computer Assisted Language Learning (CALL), Mobile Assisted Language Learning (MALL), and technology-supported project based learning also expanded opportunities for practice and enhanced learner participation, although their effectiveness was influenced by teachers’ digital literacy and the availability of technological infrastructure. Therefore, Arabic speaking instruction needs to be developed holistically and contextually by simultaneously integrating these five domains.