Document Type : Original Article
Authors
1 Associate Professor in the Department of Arabic Language and Literature at Imam Khomeini International University, Qazvin, Iran
2 M.A in Arabic Translation, Imam Khomeini International University
Abstract
In contemporary education, enhancing learning quality extends beyond mere information transmission to necessitate the cultivation of critical thinking and cognitive empowerment among learners. Thinking-based teaching strategies, particularly in second language acquisition, represent innovative pedagogical approaches that foster the development of analytical and creative reasoning. The Arabic language, characterized by its complex syntactic structures and extensive lexicon, demands an instructional methodology that transcends rote memorization, promoting instead deeper analysis, interpretation, and practical application. This qualitative study, employing a phenomenological framework, explores the lived experiences of Arabic language teachers through in-depth semi-structured interviews with secondary school educators. The research reveals four principal thinking strategies employed in Arabic language instruction: visual thinking and conceptual organization through mind mapping, collaborative and group-based learning techniques, systematic review and knowledge consolidation methods, and metacognitive thinking strategies. Despite their demonstrated effectiveness, significant implementation barriers persist, including inadequate specialized training, curricular time constraints, and resource limitations. Nevertheless, the integration of thinking strategies holds substantial potential for transforming Arabic language education from its traditional emphasis on memorization toward a more profound, enduring, and analytical learning paradigm. This study contributes valuable insights for curriculum development and teacher training programs aimed at enhancing Arabic language pedagogy through thinking-focused instructional approaches.
Keywords
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