This integrated research aims to serve as a comprehensive reference for Arabic language learning, focusing on three interconnected dimensions: syntactic error analysis in daily conversation, efforts to develop speaking skills and the application of Strauss's Grounded Theory in Arabic research. The study was conducted with 30 male students at the Department of Arabic, The New College, Chennai, India. This research employed a qualitative approach with numerical data to support conclusions, utilizing descriptive and comparative analysis methods. Data were collected through interviews, unstructured dialogue, audio recording, observation and documentation. The research results revealed that out of 45 identified conversational errors, syntactic errors were classified into 12 subtopics of syntax discussion. The most common errors included incorrect sentence structure (17.8%), inappropriate use of prepositions (13.3%) and errors in gender agreement (11.1%). Regarding speaking skills development, the study identified three categories of efforts: direct speaking practice activities (implemented through 8 structured programs) and diverse Arabic language activities (12 organized events).