A Model Framework for the Implementation of Gamification in Arabic Teaching in Malaysia

Abstract

Arabic language education is one of the foreign languages that must be learned in most schools in Malaysia. It focuses on four language skills, namely listening, speaking, reading, and writing. Several past studies found that students' Arabic language proficiency in Malaysia has not yet reached a satisfactory level. This is due to the learning atmosphere, students' attitudes, and teachers' teaching methods that have impacted students' motivation to learn. The gamification approach is a new initiative in technology-based Arabic education in Malaysia and based on the past researchers' findings, this approach has been proven to be effective. Therefore, this paper aims to build a framework for the implementation model of using gamification in Arabic teaching in Malaysia. Gamification is one of the methods dealing with the problem of Arabic language mastery based on the secondary sources. Past studies on gamification were about the problem of mastering the Arabic language among students in Malaysia, gamification approaches in the field of Arabic, the level of knowledge and acceptance of gamification among educators, and the factors driving the use of gamification. This paper will contribute to the knowledge of new innovative methods or approaches that are more effective and further give impact on pedagogical approach in teaching and learning Arabic to improve students' understanding, motivation, and performance.

Factors and Challenges in Using Gamification In Teaching ESP

“…Furthermore, gamification encourages active participation and engagement by providing interactive learning experiences (Głowacki et al, 2018), (Ismail et al, 2023;Lee, 2023;Nieto-Escamez & Roldán-Tapia, 2021). This can involve incorporating game-based simulations, role-playing activities, or collaborative challenges into lessons, allowing students to apply their knowledge in real-world contexts and problemsolving scenarios.…”

“…Overall, gamification serves as a valuable pedagogical tool for EFL teachers, offering benefits such as immediate feedback, a safe learning space for experimentation, and increased fun and engagement (Ahmad et al, 2024;Alqarni & Alabdan, 2022;Ismail et al, 2023;Latifah & Fauziah, 2022;Mårell-Olsson, 2022). By harnessing the power of gamification, teachers can create enriching learning experiences that empower students to take ownership of their learning, embrace challenges, and achieve success in their language learning journey.…”