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Abstract

Arabic language skills are an important competency in Islamic education, particularly in Thailand's minority Muslim community. However, learning at Suksa Muslim School still faces obstacles such as less interactive methods, limited media, and a minimal supportive language environment. This study uses a qualitative approach with a case study design through classroom observations, interviews with Arabic language teachers, and analysis of national and local curriculum documents. Validity is strengthened through triangulation of sources and techniques. The results of the study indicate that although speaking skills have been listed in the curriculum as a core competency, its implementation is still predominantly text- and grammar-based, while the Arabic language environment outside the classroom is inconsistent, resulting in low student motivation and engagement. The use of digital media such as Google Classroom, Kahoot, and Wordwall has been proven to increase student participation and understanding, despite constraints on access and technological skills. This study concludes that strengthening teacher capacity, integrating digital media, and implementing communicative strategies are essential for reformulating Arabic language learning to be more adaptive, interactive, and appropriate to the needs of non-native students, with important implications for creating a conducive language environment as a key factor in improving motivation and communication skills

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