This study addresses the critical deficiency in speaking skills among university students, a challenge primarily attributed to the reliance on traditional teaching methods and the limited time allocated for authentic verbal practice within the classroom. The research aims to construct a comprehensive theoretical framework for the Flipped Classroom strategy and identify the pedagogical and linguistic justifications for its implementation in developing speaking skills, while providing practical procedural recommendations for its integration into higher education. Adopting a descriptive-analytical approach through a critical review of educational literature, the findings reveal that the flipped model significantly enhances students' fluency, linguistic accuracy, and capacity for spontaneous expression. Furthermore, the model fosters increased motivation and active participation by granting learners the autonomy to progress at their own pace, as pre-class preparation helps mitigate "language anxiety" and bolsters confidence during real-time communicative interactions. Despite these advantages, the research identifies several implementation challenges, most notably the digital divide, potential cognitive overload, and the necessity for intensive faculty training in digital instructional design. Ultimately, the study concludes that the Flipped Classroom represents a fundamental philosophical shift that redefines educational roles, transforming class time from passive instruction into a dynamic "living linguistic laboratory" focused on intensive communicative practice.
Tamil translations may facilitate Arabic language acquisition among Tamil-speaking learners in Sri Lanka; however, their effectiveness as a learning resource requires further examination. This research aims to analyse the contribution of Tamil translations to Arabic language learning, assess their role in improving vocabulary comprehension, and identify the strategies and challenges associated with their use. A descriptive-analytical approach was adopted, with a questionnaire comprising 20 questions across nine thematic areas administered to students learning Arabic at government universities in Sri Lanka. The findings indicate that translated books serve as valuable supplementary resources, particularly in clarifying unfamiliar vocabulary and facilitating the comprehension of Arabic texts. Learners demonstrate considerable confidence in translated materials and compare them with original Arabic texts only to a limited extent. Furthermore, the findings report a 97% correspondence rate between translated lexical equivalents and source-language words. Translators reportedly employ a combination of literal, interpretive, abridged, and adaptive translation strategies to address linguistic and semantic challenges. These findings highlight the pedagogical potential of Tamil translations in supporting Arabic language acquisition. The research recommends improving translation quality, developing bilingual educational resources, and integrating translated materials with original Arabic texts to enhance learners’ linguistic competence and promote effective Arabic language learning in Sri Lanka.
