Challenges and Solutions in Arabic Language Education in Iran and Malaysia: A Comparative Analysis Based on the American Approach

Background and Purpose: This study examines the key issues and strategies in teaching and learning Arabic in Iran and Malaysia, offering a comparative perspective on both systems. It explores how linguistic factors, learner motivation, and the educational environment shape Arabic language proficiency, aiming to identify strengths, weaknesses, and practical pathways for improvement. Methods: Adopting a review-based analytical approach, this study synthesizes research published between 2020 and 2025 on Arabic language education in Iran and Malaysia. Sources were selected based on their relevance to three main dimensions: linguistic and structural characteristics, motivational and human competencies, and environmental and resource-related factors. The data were qualitatively analyzed and compared across both national contexts to highlight shared trends and distinctive practices.
Findings: The analysis revealed that in Malaysia, Arabic learning often entails cognitive strain due to linguistic and cultural complexities, while in Iran, traditional grammar-based instruction limits learners’ communicative abilities. Both systems face shortages in practical opportunities and learning materials; however, integrating extracurricular activities and multimedia tools can effectively enhance applied learning experiences. Conclusion: Achieving success in Arabic language education depends on an integrated focus on language structures, learner motivation, teacher preparation, and supportive learning environments. Iran may benefit from Malaysia’s emphasis on practice-based and multimedia learning, while Malaysia can leverage Iran’s academic expertise in linguistic studies. Collaboration and mutual learning between the two systems could significantly advance Arabic language education in both contexts.