This research investigates the effectiveness of using silent stories as a pedagogical tool for developing speaking skills among learners of Arabic as a foreign language.

   The study is based on the premise that visual, non-verbal narratives can stimulate learners’ oral production by encouraging them to describe, interpret, and narrate events freely, without relying on written or spoken input.

      A quasi-experimental method was adopted, with participants divided into two groups: an experimental group that received instruction through silent stories, and a control group that followed traditional speaking instruction.

    Both groups were assessed on several oral performance indicators, including fluency, pronunciation, emotional expression, use of syntactic structures, and interaction.

    The results revealed a clear advantage for the experimental group, which achieved a mean overall score of 4.48, compared to 3.46 for the control group. These findings support the hypothesis that silent stories significantly enhance the quality and depth of spoken language output among learners.

    The study concludes that silent stories are not merely supplementary materials but are comprehensive communicative tools that foster learner engagement, autonomy, and expressive ability. It recommends integrating such stories into Arabic language curricula for non-native speakers and providing teacher training to maximize their instructional value.

Keywords: Silent Stories, Speaking Skills, Arabic as a Foreign language, Fluency, Oral Expression.