Abstract

Objectives: The study aims to identify the strategies used in learning Arabic as a second language, examine learners with Attention-Deficit/Hyperactivity Disorder (ADHD). Methods: This study adopts a descriptive-analytical approach to achieve its objective of identifying the Arabic language learning strategies employed by non-native Arabic-speaking students with Attention-Deficit/Hyperactivity Disorder (ADHD). Within the descriptive component, the study draws upon relevant books, scholarly articles, and previous research related to the teaching and learning of Arabic as a foreign language, as well as Attention-Deficit/Hyperactivity Disorder (ADHD). As for the analytical component, the study utilizes interviews to explore the learning strategies employed by non-native Arabic-speaking students diagnosed with ADHD. Results: The study found that students with attention deficit hyperactivity disorder (ADHD) tend to use direct strategies more than indirect ones. Conclusions: Attention-Deficit/Hyperactivity Disorder (ADHD) is a neurobiological disorder of the brain and is one of the most commonly diagnosed and controversial conditions in children today. Inattention, hyperactivity, and impulsivity are the core symptoms of ADHD.