This study examines the development of speaking skills among learners of Arabic as a foreign language by integrating theoretical foundations with practical instructional strategies. The study addresses a persistent gap between learners’ linguistic knowledge and their actual oral performance, which continues to limit communicative competence in many Arabic language classrooms. Using a descriptive-analytical design, the study reviews relevant literature on speaking skill, oral performance, communicative competence, and contemporary teaching strategies, with particular attention to interactive, learner-centred approaches. The analysis shows that speaking skill is a multidimensional construct involving pronunciation, vocabulary, grammatical control, fluency, and interactive comprehension, and that its effective development depends on meaningful practice rather than formal knowledge alone. The study further finds that communicative teaching, group discussion, role-play, and audio-visual support offer stronger pedagogical value than traditional lecture-based and mechanical drill methods, especially when integrated into supportive classroom environments. The article concludes that Arabic-speaking instruction for non-native learners should be redesigned around authentic communication, the integration of language skills, and teacher preparedness to manage interaction-rich learning environments.
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