<![CDATA[Speaking competence (maharah kalām) remains one of the most challenging skills for learners of Arabic as a foreign language, particularly for learners with introverted personality traits. While many introverted learners possess adequate linguistic knowledge, they often struggle to externalize internal language processing into oral communication due to heightened anxiety, cognitive overload, and sensitivity to evaluative pressure. This study aims to explore introverted learners’ experiences of Arabic oral communication through a psycholinguistic lens by examining the effectiveness of gradual, word-by-word speaking strategies. Employing a qualitative descriptive design, the study involved 40 introverted students at a Madrasah Aliyah. Data were collected through classroom observations, audio-recorded paired speaking activities, and semi-structured interviews, and analyzed thematically. The findings indicate that gradual oral production reduces cognitive load, facilitates the transition from inner speech to external articulation, and significantly enhances interactional confidence while lowering speaking anxiety. Rather than forcing spontaneous performance, structured and low-pressure speaking tasks enabled learners to participate more consistently and meaningfully in face-to-face interaction. This study contributes to Arabic language pedagogy by proposing a psycholinguistically grounded, personality-sensitive model of speaking instruction that reconceptualizes oral competence as a staged and inclusive process aligned with introverted learners’ cognitive and affective characteristics.]]>
Copyrights © 2026
