<![CDATA[Developing spontaneous Arabic-speaking competence requires meaningful interaction beyond formal instruction, yet the institutional and pedagogical processes through which native Arabic-speaking teachers support this development remain insufficiently understood. This study investigated the objectives, implementation, and perceived pedagogical contributions of native Arabic-speaking teachers at the Dar al-Lughah wa al-Da‘wah Institute (DALWA), Indonesia. Using a qualitative descriptive-analytical design, data were generated through interviews and classroom observations, then analyzed through data condensation, display, and conclusion drawing and verification following Miles and Huberman. Findings identified three interconnected dimensions. First, the institution involved native Arabic-speaking teachers to increase exposure to authentic spoken Arabic, model pronunciation, encourage oral communication, and introduce sociocultural practices. Second, their involvement was structured through institutional planning, organizational coordination, and integration into classroom instruction and academic activities. Third, participants’ accounts suggested that interactions offered opportunities for pronunciation modeling, communicative practice, and sociocultural learning. These findings suggest that the educational value of native-speaker involvement depends not merely on linguistic background but on purposeful integration into speaking instruction. As a context-specific qualitative study, the findings do not establish causal improvements in speaking proficiency.]]>
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