Gamification for teaching the Arabic language to non-native speakers: a systematic literature review

Abstract

Learning the Arabic language through gamified methods is beneficial, particularly for beginners. Gamification provides an enjoyable and challenging experience for the learners, motivating them to become committed and participate in the classroom activity. The students develop a more competitive spirit and anticipate their chances of achieving high scores for each game level and ranking high against fellow learners. Game elements such as feedback and audio pronunciations assist in user engagement with the teacher and other learners. This systematic literature review critically synthesizes past literature to create an understanding of the application and effectiveness of gamified learning strategies for Arabic language learning. PRISMA technique was used to conduct a systematic review, and after final scrutiny, 15 articles were shortlisted for review. The findings suggested that gamification improves learner motivation, engagement, and achievement in mastery of Arabic vocabulary and grammar among non-native speakers. The degree of motivation is influenced by the teacher’s perception, attitude, enthusiasm, and commitment to gamified learning strategies. The findings of this systematic review can help language instructing institutions to emphasize gamification to enhance the motivation of learners and increase their learning abilities. Moreover, it can be helpful for instructors of the Arabic language, and they can realize the importance of gamification in teaching Arabic to non-native speakers.