Readability of Classical Arabic Texts in Nigerian University Arabic Studies Curricula: Student Comprehension and Pedagogical Mediation

Classical Arabic texts assigned to undergraduate students in Nigerian university Arabic programmes frequently present readability challenges that exceed learners' proficiency levels, yet systematic empirical evidence on actual comprehension levels and the pedagogical strategies used to bridge comprehension gaps is lacking in the Nigerian Arabic education literature. This study empirically investigates the readability of selected classical Arabic texts in Nigerian university Arabic studies curricula and examines the pedagogical mediation strategies employed by lecturers to support student comprehension. Using a multi-site descriptive and correlational design, the research administers text comprehension assessments on six classical texts commonly used across Nigerian Arabic programmes to 300 undergraduate students in four universities distributed across the North West, North East, South West, and North Central geopolitical zones. Readability indices adapted for Classical Arabic and morphological complexity measures are applied to each text. Correlation analysis examines the relationship between text complexity measures and student comprehension scores. Classroom observations and lecturer interviews at each site document pedagogical mediation strategies in use. The study finds significant misalignment between classical text complexity and average student proficiency, with comprehension rates below 50 percent on the most challenging texts. Pedagogical mediation quality varies enormously by lecturer and institution. Scaffolded text glossaries and guided annotation are identified as the most effective mediation strategies. Keywords: Classical Arabic readability, text comprehension, Arabic curricula, pedagogical mediation, Nigerian universities.