Challenges faced by non-native speakers in learning Arabic syntax in diploma course

This study explores the specific challenges faced by non-native speakers enrolled in diploma-level Arabic language courses, with a focus on syntax (nahu). The research highlights recurrent challenges such identifying verb forms (mādī, muḍāri‘), mastering sentence structures, using grammatical rules, and memorizing morphological patterns (tasrīf) based on qualitative data gathered through open-ended survey responses. Many students stated that their difficulties were rooted in a lack of early exposure to Arabic, limited vocabulary, and fast-paced teaching methods that assumed prior knowledge. Despite these challenges, students expressed strong motivation to improve, driven by their desire to understand the Qur’an, pursue religious knowledge, and succeed academically. The findings suggest that more scaffolded and learner-friendly teaching strategies are needed, including simplified explanations, practical exercises, and supportive learning environments. This study provides valuable insight into how to enhance diploma-level Arabic syntax instruction to promote student achievement, especially for those without a fundamental background.