Integrating Corpus-Based Analyses in Language Teaching and Learning: Challenges and Guidelines

Zeroual, Imad; Kah, Anoual El; Lakhouaja, Abdelhak

doi:10.1007/978-3-319-96292-4_42

Cited by 1 publication

(4 citation statements)

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“…Non-natives learning the Arabic language face challenges, suggesting a lack of motivation (Zeroual et al, 2018). This notion is widely corresponded by past studies suggesting low proficiency, particularly in Arabic reading and speaking skills, among non-native speakers (Mokhtar, 2020).…”

Section: Open Access Edited Bymentioning

confidence: 57%

“…Learners' attitudes and motivation are important factors that drive their interest and participation in the Arabic language learning process. To create a positive perception and help non-speakers learn Arabic, gamification is the best approach (Zeroual et al, 2018).…”

Section: Open Access Edited Bymentioning

confidence: 99%

“…According to Deterding et al (2011), gamification was first introduced in 2010 to describe the application of game design elements in non-game environments. Zeroual et al (2018) perceived gamification as a novel IT development that leverages elements of game design, such as points and badges, to guide user behavior. Elements of the game describe the mechanics of the game that influence user participation and engagement, and they may differ from one game to another (Abdelhamid et al, 2023).…”

Section: Open Access Edited Bymentioning

confidence: 99%

“…Gamification has grown rapidly with the increasing growth of smartphone and technology adoption (Zeroual et al, 2018). In 2019 the global population spent around 3.32 billion for playing video games (Cabeza-Ramírez et al, 2021).…”

Section: Open Access Edited Bymentioning

confidence: 99%

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

Almelhes

2024

Front. Educ.

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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.

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Section: Open Access Edited Bymentioning

confidence: 57%

Section: Open Access Edited Bymentioning

confidence: 99%