<![CDATA[This study examines the relationship between students’ interest in Arabic- language chatting through WhatsApp and their speaking ability in the context of Arabic language learning at an Islamic higher education institution in Indonesia. The study was motivated by the increasing use of WhatsApp as an informal space for language interaction, while interest in digital chatting does not necessarily translate directly into oral proficiency. A descriptive mixed-method approach was employed, involving 45 students of the Arabic Language Education Program. Data were collected through questionnaires, semi-structured interviews, and documentation, and were analyzed using descriptive statistics and thematic analysis. The findings show that students’ interest in Arabic-language chatting was predominantly moderate (45%), while speaking ability was distributed across categories, with 38.6% of students classified as low. Qualitative findings indicate that students perceived WhatsApp as a relatively accessible and low-pressure environment for practicing Arabic, particularly because it allowed them to formulate responses, interact informally, and increase confidence. However, the findings also indicate that interest in chatting alone was not sufficient to ensure stronger speaking ability. The contribution of WhatsApp to speaking development appeared to depend on active target-language production, reciprocal interaction, feedback, linguistic awareness, and pedagogical scaffolding. The study therefore suggests that Arabic-language chatting should be understood as a potential form of extramural language engagement rather than as an automatic pathway to speaking proficiency. Theoretically, the findings connect learner interest, extramural language learning, and maharah kalam within a conditional rather than linear relationship. Pedagogically, the study highlights the importance of designing structured WhatsApp-based activities that move students from informal interest toward sustained and meaningful Arabic-speaking practice.]]>
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