A Contemporary Standards-Based Evaluation of Arabic Language Teaching Methods in Grade Eight Arabic Schools in Brunei Darussalam.

This field-based study aimed to evaluate the methods used in teaching Arabic to eighth-grade students in Arabic schools in Brunei Darussalam in light of contemporary standards in language education, through the analysis of quantitative data interpreted with qualitative support. The study adopted an evaluative-analytical approach to examine the extent to which actual classroom practices align with the principles of communicative competence, which emphasize that language learning is not confined to grammatical knowledge alone, but extends to the ability to use language effectively in authentic communicative contexts (Canale Littlewood & Yu, 2011, pp. 64–77). The study concludes that Arabic language teaching in this context remains in a transitional phase between the traditional structural model and the modern communicative model. It therefore recommends strengthening the use of Arabic as the principal medium of instruction, expanding interactive classroom activities, and aligning assessment practices and instructional content with contemporary global standards in language education.