Best Practices for Teaching Speaking Skills Based on Management Aspects and ACTFL Proficiency Levels at STIBA Arroyah

Abstract

This research aims to explore the gap in Arabic speaking skills among students at STIBA Arroyah, which is attributed to the limited use of technology. Evidence indicates that many students fail to reach expected levels of speaking proficiency, and classroom observations reveal that instructors still rely on traditional methods, despite the existence of ACTFL guidelines that are not consistently implemented. Students have expressed a need for more speaking practice within their learning experiences. This study employs a qualitative descriptive method, utilizing data collection through classroom observations, interviews with students and instructors, and document analysis, to identify effective strategies for enhancing speaking skills in line with ACTFL proficiency standards, with the goal of providing deeper insights into improving the quality of Arabic language learning. The results show that the observed educational management correlates with high levels of student engagement and strong communication skills. The observed educational management correlates with a high level of student engagement and strong communication abilities. They highlight the need for innovation in Arabic teaching strategies to align with higher education demands and the necessity to adapt methods to international standards for global competitiveness. Further research is needed to explore best practices and the application of technology in Arabic language learning.