The Effect of Project-Based Learning on Developing Speaking Skills among Arabic as a Foreign Language Learners in International Schools: A Multidimensional Quasi-Experimental Study

Abstract

This study examined the effect of Project-Based Learning (PBL) on developing speaking skills among learners of Arabic as a foreign language in international schools, through a multidimensional analysis of oral performance components. A quasi-experimental design was employed using a pretest–posttest control group approach. The sample consisted of 38 seventh-grade students, assigned to an experimental group (n = 21) and a control group (n = 17). The experimental group was taught באמצעות PBL over eight weeks, while the control group received traditional instruction. An observation checklist comprising 27 sub-skills across four domains (cognitive, linguistic, phonological, and interactive) was used. The results revealed statistically significant differences (α ≤ 0.05) in favor of the experimental group in overall speaking skills and all subdomains, with a large effect size. The findings are interpreted in light of the roles of interaction, task engagement, and contextualized language use in enhancing oral proficiency. The study recommends integrating PBL into Arabic language curricula for non-native speakers and adopting authentic assessment tools to evaluate speaking performance in real communicative contexts