AN INTEGRATED ARABIC LANGUAGE TEACHING MODEL BASED ON LINGUISTIC DIAGNOSTIC ASSESSMENT FOR BEGINNER AND INTERMEDIATE LEARNERS

Abstract

Learning Arabic as a foreign language faces various challenges due to the complexity of the language’s linguistic characteristics—including morphology, syntax, the inflectional system, and diglossia—which give rise to different learning needs at each proficiency level. On the other hand, the communicative approach has not yet been fully able to balance the development of communicative competence, grammatical accuracy, and the ability to comprehend authentic texts. This study aims to develop the Linguistic Diagnostic Assessment-Based Arabic Language Teaching Model (MPBADL) as a learning framework that adapts to learners’ linguistic needs. The study employs a conceptual model development approach through a literature review using content analysis and conceptual synthesis of theories and previous research findings. The results of the study produced the MPBADL conceptual model, which consists of four main components: linguistic diagnostic assessment, reinforcement of grammatical competence, communicative activities, and the utilization of Islamic texts. This model also offers a learning syntax that positions diagnostic assessment as the foundation for determining learning objectives, materials, strategies, activities, and evaluation. Conceptually, MPBADL contributes an adaptive and systematic Arabic language learning framework capable of balancing communicative competence, grammatical accuracy, and comprehension of authentic texts.