This study aims to evaluate the effectiveness of the Arabic linguistic environment in developing communicative competence among first-year students at the Faculty of Sharia, Sultan Sharif Ali Islamic University, Brunei Darussalam. Grounded in the theoretical frameworks of second language acquisition and educational communication, the research proceeds from a central hypothesis: that an interactive Arabic-speaking environment constitutes a critical component in fostering communicative competence, particularly within non-Arabic university contexts where Arabic is taught for communicative purposes. The study adopts a descriptive-evaluative quantitative methodology, renowned for its precision in analyzing educational phenomena through measurable indicators that are amenable to objective statistical analysis. The research instrument employed is a closed-ended questionnaire constructed on a five-point Likert scale, encompassing several key dimensions: the availability of Arabic language input, in-class and extracurricular interaction, and the use of Arabic in visual media across the university setting. Data were collected from a purposive sample of 22 students, representing 63% of the target population. Analytical procedures included percentage analysis, weighted mean scores, and standard deviations, supported by established theoretical models such as Krashen’s Input Hypothesis (1985), Canale and Swain’s Communicative Competence Framework (1980), and Oxford’s Language Learning Strategies Model (1997). The findings reveal several pivotal indicators. Notably, 83.3% of the respondents affirmed the presence of a stimulating Arabic environment conducive to daily communication—reflecting the successful application of the “comprehensible input” principle within a low-anxiety learning context. Moreover, the study observed a high level of vertical interaction between instructors and students (86.7%), contrasted by a lower rate of horizontal peer interaction (71.7%), indicating limited informal social use of Arabic. The presence of Arabic in formal visual displays ranged between 66.7% and 76.7%, suggesting an incomplete immersion environment. However, extracurricular activities demonstrated a positive impact on the development of both oral (75%) and written (73.3%) skills, though the findings underscore the need for greater curricular support for writing proficiency. These results underscore the necessity of reforming educational policies to foster a holistic, low-anxiety Arabic language environment rooted in authentic communicative interaction, immersive exposure, and a balanced integration of formal and informal inputs—thereby enhancing communicative competence in Arabic as a foreign language across Asian university settings. Article visualizations:
Yani et al. (2025) studied this question.