Reconstructing Nahwu Instruction through Transformative Learning to Develop Students’ Arabic Writing Skills

Abstract

Arabic grammar (nahwu) instruction in higher education is still largely conducted through a deductive and memorization-based approach, emphasizing the mastery of grammatical rules (qawāʿid) rather than their application in authentic language use. As a result, it contributes little to the development of students’ Arabic writing skills (maharah al-kitābah). This study aims to develop a reconstructed model of nahwu instruction by integrating the principles of Transformative Learning to improve students’ Arabic writing skills. The study employed a library research method using a descriptive-analytical approach by reviewing and synthesizing primary and secondary sources, including books and national and international journal articles. The findings indicate that conventional nahwu instruction faces three main problems: the separation of grammar from authentic texts, limited critical reflection on students’ linguistic assumptions, and weak transfer of grammatical knowledge into writing practice. Based on Mezirow’s Transformative Learning stages—disorienting dilemma, critical reflection, and perspective transformation—this study proposes a text-based functional nahwu model integrated with a reflective writing cycle. The model consists of four stages: identifying grammatical dissonance through students’ writing errors, engaging in critical dialogue on grammatical concepts, reconstructing grammar through authentic text production, and conducting metacognitive reflection. The study recommends shifting nahwu instruction from rule memorization to transformative learning that develops students’ grammatical thinking and enhances the quality of Arabic writing.