<![CDATA[This study explores the learning challenges encountered by students in using the textbook An-Nahwu at-Taṭbīqī in the Mahārah al-Qirā’ah course, identifies the underlying factors, examines students’ lived experiences, and develops a conceptual model for improving nahwu instruction. Employing a qualitative phenomenological approach, the study involved 30 students of the Arabic Language Education Program, with the course lecturer serving as a supporting informant. Data were collected through in-depth interviews, participant observation, and documentation. The findings reveal that students experienced difficulties in understanding grammatical rules, applying nahwu to text analysis, mastering vocabulary, and developing self-confidence. These challenges were shaped by the interaction of internal factors (learning motivation, readiness, and educational background) and external factors (instructional methods, time allocation, textbook characteristics, and classroom environment). From a phenomenological perspective, students interpreted these challenges as lived experiences characterized by confusion, anxiety, fear of making mistakes, and, simultaneously, as opportunities to adapt and grow as Arabic learners. Based on these findings, the study proposes a conceptual model that explains how learning challenges emerge through the interplay of learner characteristics, learning experiences, and adaptive strategies developed by both students and instructors. This study contributes to Arabic language education by extending phenomenological inquiry into nahwu learning and offering a conceptual framework for designing contextual, participatory, and adaptive instruction to strengthen Mahārah al-Qirā’ah.]]>
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