Abstract
the study investigates the degree to which classroom activities in teaching Arabic language speaking skills for non-native speakers are used with regards to the perspective of their teachers. A random sample was chosen consisting of (186) male and female teachers in Amman, Jordan. The descriptive survey-based approach was used, including a questionnaire targeting the following five domains: recreational language activities, competition-based language activities, cooperative language activities, dialogue-based activities, and language simulation activities. The validity and reliability of the instruments were verified. It was found that the extent of carrying out classroom activities is moderate. Additionally, there is not any statistically significant difference (α = 0.05) due to gender. The researchers recommend conducting a similar study from the perspective of students.
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