Bridging the pedagogical gap in TAFL: Empirical insight into effective teaching strategies.

Abstract

Teaching Arabic as a Foreign Language (TAFL) continues to face significant challenges due to the persistent reliance on traditional methodologies, such as rote memorization and grammar-translation methods. Despite growing research advocating for more communicative and interactive approaches, their implementation remains inconsistent. This study systematically analyzes recent empirical findings on effective TAFL methodologies using a qualitative content analysis of peer-reviewed research published in 2024. By examining studies retrieved from Scopus, Web of Science, and Google Scholar, this research identifies four key pedagogical strategies: Communicative Language Teaching (CLT), Task-Based Language Teaching (TBLT), digital learning tools, and cultural immersion. The findings indicate that CLT fosters active participation and improves conversational fluency, while TBLT enhances motivation and syntactic complexity through meaningful tasks. Additionally, digital learning tools, such as mobile applications and online platforms, supplement classroom instruction and improve vocabulary retention and pronunciation. Cultural immersion programs significantly boost students' confidence in real-world communication and deepen their linguistic and cultural understanding. However, challenges such as insufficient instructor training and over-reliance on technology remain. This study provides practical recommendations for curriculum reform, teacher training programs, and the integration of blended learning approaches to optimize TAFL instruction. The findings contribute to the ongoing discourse on Arabic language pedagogy, offering valuable insights for educators, policymakers, and researchers in the field.