Developing Writing Skills in Arabic through Active Learning Strategies: An Analytical Study

Abstract

This study aimed to analyze various research papers on the use of active learning strategies for developing Arabic writing skills, focusing on the middle school level. The study employed a descriptive analytical methodology, analyzing eight studies (seven Arabic and one foreign) published between 2016 and 2024. The sample of analyzed studies included middle and preparatory school students, as well as teachers in one study. Data analysis was conducted by classifying and coding extracted information according to main axes including types of strategies used, target age group, implementation results, tools used, and implementation challenges. The results demonstrated high effectiveness of active learning strategies in developing writing skills, with varying degrees of improvement across different studies. Four main strategies emerged as the most frequently used and effective: imagination, discussion and dialogue, constructive learning, and Cognitive Academic Language Learning Approach (CALLA). The study recommended providing intensive and continuous training programs for teachers, developing curricula and educational resources that support the use of active learning strategies, and establishing an effective system for evaluation and follow-up.