From Words to Speech: Enhancing Arabic Speaking Skills by Learning Communicative Vocabulary in Southern Thailand

Abstract

Background: Arabic speaking skill (maharah kalam) is one of the most important competencies in foreign language learning, as it enables students to effectively communicate ideas, opinions, and information. Buranakarn Suksa Witya School, Southern Thailand, revealed that many students experienced difficulties in fluently and confidently speaking Arabic. These difficulties were largely because the instructional practices that emphasized vocabulary memorization and reading activities while providing limited opportunities for meaningful oral interaction. Students possessed basic vocabulary knowledge but struggled to use it in spontaneous communication. Research Objectives: This study aimed to improve the maharah kalam of students through the implementation of the From Words to Speech learning model, an instructional approach designed to gradually transform vocabulary. Methodology: Classroom Action Research (CAR) design consists of two cycles, with each cycle involving the stages of planning, action, observation, and reflection. The participants were students of Class 5/3 secondary. Data were collected through pretests and posttests, and observations were madeobservation administered before and after each cycle to measure the speaking performance of the students.students’ speaking performance. Results: The findings demonstrated a substantial improvement in the Arabic speaking skills of students following the implementation of the From Words to Speech model. The improvement was evident not only in speaking performance but also in vocabulary mastery, fluency, and confidence in communication ang suggest that the From Words to Speech model, as it integrates vocabulary learning with continuous communicative use and speaking practice, provides a more effective approach to developing students’ maharah kalam than traditional teaching practices. Unique Contribution: This study proposes the From Words to Speech model to improve Arabic speaking skills through learning communicative vocabulary. Conclusion: The improvement was evident not only in the speaking performance but also in the vocabulary mastery, fluency, and confidence in communication. These findings suggest that the From Words to Speech model offers a more effective approach to developing students’ maharah kalam by supporting both linguistic competence and communicative confidence. Recommendations: Teachers are encouraged to apply this model, and it should be tested in different learning contexts in future studies.