CHALLENGES IN ARABIC LANGUAGE SKILL DEVELOPMENT AMONG ISLAMIC STUDIES STUDENTS: EVIDENCE FROM A PUBLIC AND A PRIVATE UNIVERSITY IN BANGLADESH FROM 2020-2026

Abstract

Arabic language proficiency is integral to Islamic Studies; however, students in non-Arab contexts often face persistent challenges in developing functional language skills. This study investigates the structural, pedagogical, and institutional challenges affecting Arabic language skill development among Islamic Studies students in Bangladesh, drawing evidence from a comparative case study of one public and one private university from 2020-2026. Adopting a qualitative design, the study utilizes semi-structured in-depth interviews with students, alumni, instructors, and administrators of these two universities, supplemented by document analysis of curricula and institutional policies. The findings identify six interrelated constraints: limited exposure to Arabic in Bengali-medium public universities; an insufficient number of Arabic courses; the predominance of grammar–translation pedagogy; a shortage of Arab-trained instructors; inadequate digital learning infrastructure; and limited co-curricular opportunities for communicative practice. Comparative analysis indicates that the Arabic-medium private university offers relatively greater linguistic immersion; however, structural and pedagogical limitations remain evident in both institutional contexts. The study argues that medium of instruction, teacher qualifications, and institutional commitment to communicative approaches are decisive determinants of language outcomes. Sustainable improvement in Arabic proficiency requires comprehensive curricular reform, expansion of Arabic-medium content courses, targeted professional development, and strengthened technological and institutional support within Islamic Studies programs.