Teaching Arabic Grammar through the Integrated Approach: An Analytical Review from the Teachers’ Perspective

Abstract

This study evaluates the effectiveness of the integrated approach in teaching Arabic grammar from the teachers’ perspective and explores its impact on students’ comprehension and classroom engagement. The integrated approach has emerged as an educational method aimed at improving grammar instruction by embedding it within other language skills. The research employed a mixed-methods design, combining quantitative data from questionnaires distributed to 50 Arabic language teachers with qualitative content analysis of their responses and the challenges they identified. The results indicate a generally positive attitude among teachers toward the integrated approach, noting its role in enhancing student interaction and understanding of grammar. Nonetheless, several challenges to implementation were identified, including insufficient training, limited teaching materials, time constraints, and varying student proficiency levels. The study recommends a comprehensive restructuring of grammar curricula based on the integrated model, along with intensive teacher training, development of supportive instructional materials, and expansion of practical learning activities.