This study examines the role of grammar in enhancing Arabic writing proficiency among non-native speakers. The aim of the study is to identify the main weaknesses of students in mastering grammar, analyze its relationship with writing skills, and propose more effective pedagogical strategies. The design of this study uses a qualitative approach with semi-structured interviews and classroom observations involving four experienced Arabic language lecturers. The findings reveal that students' weaknesses come from limited vocabulary mastery, difficulties in constructing grammatically correct sentence structures, and a lack of practical exercises linking theory with real-world writing applications. The lecturers have used various teaching strategies, but the existing methods still require a more systematic and interactive approach. This study suggests the development of a specific teaching module that incorporates structured writing exercises, interactive learning technologies, and contextual teaching strategies to improve both grammar mastery and students' writing capabilities more effectively. Therefore, this study contributes to the empowerment of Arabic language pedagogy by proposing innovative approaches to enhance the effectiveness of Arabic language teaching and learning in higher education institutions.
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