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Using of language skills has long been among the most conspicuous weak points of learners of Arabic language as a foreign language. By interviewing some professors and experts of Arabic language teaching, a number of topics were recognized as worthy to be investigated further as sources of weakness. These topics include “sources of boredom and tiredness of students in learning Arabic language”, “the appropriateness of existing instructional materials”, the appropriateness of the teaching methods”, “the sources of students motivation”, “ the effect of teaching methods on motivating students” in general and “ the appropriateness of methods for teaching listening” in particular. A researcher made questionnaire was used to elicit the viewpoints of students and professors regarding each of the above-mentioned topics. The results indicated that learners of Arabic language are not de-motivated but bored and tired due to the overall teaching context, in which they are learning this foreign language. Among the major sources of this boredom are “inappropriate teaching methods”, inappropriate instructional materials” and “inappropriate techniques in teaching listening comprehension”.

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Among the most important lessons, as the most striking aspect of literature in any language and by which the main objectives of this field are met, are the courses related to the poetic texts. A great deal of Arabic language and literature is devoted to literary texts, among which much is devoted to the poetic texts. But for many years, the poetic texts are taught with traditional methods in this field and many of the teachers do not use new strategies in teaching of these texts. This has led the poetic texts not to be successful in reaching their main goals, meaning the improvement of literary talents of students and strengthening their desire and motivation to their field. This study tries to deal with the appropriate strategy performances in teaching Arabic poetic texts in Arabic language and literature useing survey and questionnaire methods. The population of this study includes the fourth and higher semester undergraduate students and Arabic language and literature field professors in the Universities of Tehran, Allame Tabatabaei, Beheshti and Tarbiat Moallem. The findings demonstrated that in many students’ and professors’ point of view, new strategies of teaching of poetic texts (i.e. semantic perception of poetry, aesthetic expression of verses and stylistic analysis) are performed less than the traditional strategies pertaining to correct reading of texts and expression of grammatical points.

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In all languages, grammar instruction is one of the most important concerns of language teaching connoisseurs. In Arabian language, due to its specific structural and instructional properties, grammar and its teaching procedure have been investigated by teachers and connoisseurs for decades. Similarly in Iran, Arabic grammar instruction has been one of the most important components of teaching this language forever; so many of famous connoisseurs and book authors in Arabic grammar are Iranian. However, nowadays, one of the most challenging fields in teaching Arabic in Iran is grammar instruction. Despite of instructing 20 units in B.A. Arabic language and literature, it seems that students are facing with paramount deficiencies in applying Arabic grammar since it is for long years that grammar is instructed with old methods and many professors are not using modern and proper. strategies. The present study attempts to study instructional methods and the rate of implementing proper strategies by a survey and questionnaires. The research findings showed that traditional deductive method is more frequently used in grammar instruction, and new strategies, namely technology and contributive application and strategy, are implemented less than traditional methods in providing feedback information.

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Need analysis (NA) is one the important elements of the curriculum that tries to detect lacks, wants, necessities and the gap between the existing curriculum and developed curriculum. NA is a powerful tool that helps clarify and validate true needs. It enables educators and practitioners to shape the curriculum development that bases the content of language courses on the communication needs. This work analyzes the language lacks of the Arabic language and literature students of Iranian universities. The method of study is survey, and the research tool is questionnaire. The study sample is consisted of two groups of students and teachers. The method of data analysis is quantitative. The main question of this study is: “To what extend do students have problems in language skills” and “To what competence does problems belong?” The results showed that the students' language skills are above the average difficulty, and they have linguistic problems arising from the lack of communicative competence.

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Considering different types of levels of learning, especially advanced levels of learning, such as analysis, reflection, criticism and creativity, are important underpinnings that are emphasized today in planning and design content in the foreign language. This essay attempts to examine the level of attention to different levels of learning and their relevance to the different stages of linguistics in both educational collections Sadaya  Al- Hayat and Al- Araibya Bayna-Yadaik as two well-known collections of Arabic language teaching in Iran and in the Arab countries. To this end, Bloom's redefined classification was selected by cognitive levels 1 and 2, on the basis of which the drills of these collections and their degree of attention to inclusion at different levels of learning were examined while encompassing high cognitive levels, mentality and thought.
This research is based on content analysis and its statistical society including the 21 volumes of student’s text book and the Sadya al-Hayat pedagogical workbook and three volumes of interdisciplinary literacy education. A total of 320 samples from a total of 1910 Arabic textbooks and 320 from the 2806 Sadya al-Hayat exercises were selected on the basis of Cochran's sampling formula.
The results of the study show that in both cases the objectives of the lower levels were taken into account, especially in order to recall, understand and apply. In these two series, little effort has been made to build analytical, thinking, evaluation and creative capacities.

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Learning environment like other learning elements is a significant factor in improving the success of course planning and education progression. Due to the necessity of frequent usage of language in real environments, the significance of the environment in learning a foreign language is doubled. Although Arabic faculty groups have put promising efforts to enhance the environment of Arabic language speaking skill recently, it seems these environments are mostly in Persian language. In this paper, we investigate the obstacles which impede creating such environments. Therefore, we analyse experiences of Arabic language students via interviewing them. Finally, we propose solutions to tackle these obstacles. The results showed that challenges of Arabic learning environment include cases such as lack of learning group activities, anxiety, lack of encouragement to speak Arabic, use of Persian as the medium of instruction, lack of second language use by Arabic instructors in the class and lack of appropriate assignments.

1. Introduction
Concurrent with massive technological improvements and changes in methods of receiving and sending data, the topic of learning environments and their impact on the process of teaching-learning has become one of the main concerns of education and training researchers. To this end, the learning environment is not limited to the classroom. It can encompass different settings such as university, faculty, home, and society where learners aim for information, skills, abilities, and desired goals. As these environments get more dynamic and more related to the learner's goals and more aligned with educational content, learners play a more critical role in achieving the learning goals. Within the same direction, learning a foreign language requires an environment that language learners can utilise all their abilities to learn language skills. Although the importance of creating an appropriate Arabic environment and speaking Arabic in classrooms and educational spaces of university faculties is not hidden to anyone, one of the main problems of teaching this language in the last few decades is the lack of an appropriate environment for speaking the Arabic language. According to available data, the speaking environment in most Arabic groups inside and outside the classroom is Persian. Nonetheless, more efforts have been put toward enhancing Arabic language skills at universities in recent years. Some Arabic language teachers have encouraged their students to use this language in their natural environment and daily activities from the last decades until now. However, the main question is what challenges impede shaping such an environment and what constraints refrain students from using the Arabic language over the Persian language in classrooms and educational environments of universities. Accordingly, the Authors in this paper, who themselves are “teaching Arabic language” lecturers at university and encouraged their students to speak Arabic outside of speaking classes, aimed to search for challenges and constraints of achieving this goal by using students’ living experience. Therefore, the authors present practical suggestions based on student experiences for creating such university environments. Two questions are proposed to achieve the goal of research:

1. What is the most critical challenge in forming an environment for learning Arabic speaking from the student’s perspective?
2. What is the most practical solution to form an environment for learning Arabic speaking?

2. Literature Review
Considering the learning environment in learning language skills is of high importance. According to some of the learning views, such as communicational views of language teaching, enhancing the language skills of learners, especially their speaking skills, requires them to be in the real speaking environment. Based on the view, learners should be in the in real scenarios of speaking be part of presenting information which others don’t know, and in addition, they should speak about real topics in real conditions. They also should create concepts along with language and should practice exercises that are related to their needs (Tilver 1983 & Savignon 1983 equated to Chastain, 2011: 175). In an educational curriculum based on language skills, learners should be taught to use the language outside the classroom environment independent of educational exercises of each term. The learner should use whatever they have learned in the classroom, outside the classroom as well and be able to improve their language capabilities; they should be able to transfer his knowledge from language-living step, which is considering social and cultural language issues while using language, to practical knowledge which is the skill of using language (Bahrambeygi, 2020: 16).Therefore, since the primary goal of the educational curriculum of language teaching is improving the language capabilities of language learners to interact with other people, all aspects of the academic curriculum of language skills courses should be designed based on the most impactful learning environment, which is natural environments. Since the most crucial benefit of teaching in a natural environment is “consistent learning due to being sensible and incorporating the direct emotional experience of issues and events, not imposing the dull atmosphere in formal classes, creating motivation for learning and precise observation, which make the content of learning schedules more practical due to the connecting the education and living (Fallahian, et al, 2011: 11).

3. Research method
The research utilises a form qualitative research method and is conducted based on phenomenology. The goal of phenomenological studies is to study the world that can represent its individuals, especially when they are in the state of awareness that is expressive of an endeavour to become free of common prejudice and beliefs. Therefore, current research using this approach tries to extract students' living experiences around challenges of the Arabic speaking environment and presents theoretical and practical solutions to form an appropriate Arabic speaking environment. To collect information, semi-structured conversations are utilized. According to phenomenological research, individuals were chosen in conversation if they have experienced the event of interest; in other words, students who have some experience in the learning environment of Arabic speaking. Students were chosen to form three groups of weak, intermediate, and advanced speaking cohorts to increase data validity. During the interview, the focal topic was the following quest; what are the most challenging and impediments to the impactful environment in learning Arabic? Interviewees were selected based on targeted sampling, and sampling continued until “information saturation”. Information saturations were established by interviewing 220 students in terms four, five, six and seven of their bachelors in Arabic language and literature. To assure the validity of the finding, the “investigation using under-study individual” approach was used. Moreover, to investigate the confirmability of elements, two more analysers who were familiar with qualitative research revised the details. It was determined that they concurred with the first analyser in 90% of topics. Moreover, to evaluate the transferability criteria, the elements were provided to students out of the interviewee’s group, and they also found these elements similar to their experiences.

4. Discussion and conclusion
Due to the importance of language skills at educational and university centres in Iran, the living experience of Iranian Arabic learners shows that they are faced with different challenges in the learning environment of the Arabic language, such as inside classroom and outside classroom environments. And these challenges impede speaking the Arabic language. Based on the Arabic learners feedbacks, the most critical challenge is “not being coerced to speak Arabic by teacher”, “shyness and nervousness”, “low vocabulary range”, inappropriate arrangements of seats in classroom”, “no interactive environment”, “not using the classroom space optimally”, “teacher-oriented classes and lack of discussion among student”. In other classes also the most critical impediments of forming environment of Arabic language speaking are “very low usage of Arabic speaking by teachers”, “Dominant Persian language speaking in classes” , “speaking Arabic is not compulsory among student”. Among teachers the most critical challenges are “low range vocabulary and not being able to make sentences” “incapability to request” and “speaking of Persian”. Moreover, according to living experience of student “existence of no tranquil and dedicated to speaking Arabic” and “being afraid of ridicule” are the most critical challenges for not speaking Arabic. Along side the abovementioned challenges, challenges such as “negative view of public to Arabic language”,” No proper Arabic exercises”, “No cooperation for friend to speak Arabic” result in lack of experience in speaking Arabic in environment outside of universities such as home, dormitory etc. Therefore, these challenges can be categorized into three groups; Contend and approach of teaching, which is mainly related to inside class and is in control of teachers, the domain of environments outside classrooms which is related to faculties.; and the domain of outside faculties such schools, universities, home and student residential spaces.
 

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In the opinion of many specialists and teachers, there is lack of enough attention to the needs of the students and their learning styles in the Arabic language curriculum. Learning styles are important factors in the success of teaching. This study aimed at determining the learning styles of Arabic language and literature students in Iranian Universities. The method of study is survey, and the research tool is questionnaire. The study sample consists of two students in Arabic language and literature. The method of data analysis is quantitative. The main questions of this study are: A: What are the common learning styles of learners? and B: What are the preferred learning styles of learners?? The results indicate that analytical learning and authority-oriented learning are common learning styles of learners and communicative Learning and concrete learning are their favorite styles.