Research Trends in Developing Communicative Arabic Teaching Materials through QR Code Integration and Monopoly-Based Gamification: A Systematic Literature Review
Jun 2026· Insyirah: Jurnal Ilmu Bahasa Arab dan Studi Islam· Vol 9, pp. 111-130· 0 citations· 34 references
TL;DR
There are still research gaps related to the simultaneous integration of communicative teaching materials, QR Code technology, and monopoly games in one complete learning design, and this research provides important implications in the development of innovative Arabic teaching materials that are able to integrate communicative approaches, digital technology, and gamification to improve the quality of Arabic language learning.
Abstract
This study aims to analyze research trends in the development of communicative Arabic teaching materials integrated with digital technology. The review also examines how QR Code technology and gamification have been incorporated within this broader development trend. The method used is Systematic Literature Review with reference to the PRISMA procedure which includes the identification, selection, eligibility, and inclusion stages. The data source was obtained through national and international scientific articles published in the 2022–2026 range and according to the topics of communicative teaching materials, digital technology-based learning, and gamification of Arabic language learning. The results of the study have shown the development of Arabic teaching materials still tends to lead to the integration of digital technology to increase interactivity and student involvement. In addition, a communicative approach has proven to be an important foundation in supporting the mastery of Arabic language skills in a contextual manner. Furthermore, the application of gamification, especially through educational games such as monopoly, shows significant potential in increasing learning motivation and active participation of students. However, there are still research gaps related to the simultaneous integration of communicative teaching materials, QR Code technology, and monopoly games in one complete learning design. Therefore, this research provides important implications as a conceptual basis in the development of innovative Arabic teaching materials that are able to integrate communicative approaches, digital technology, and gamification to improve the quality of Arabic language learning.
The integration of listening, speaking, reading, and writing remains a major challenge in Arabic language instruction, as these skills are often taught separately, resulting in limited communicative competence among learners. Although Project-Based Learning (PjBL) has been widely implemented in language education, comprehensive evidence regarding its role in integrating the four Arabic language skills is still limited. Therefore, this study aims to examine how PjBL facilitates the integrated development of Arabic language skills while fostering learners’ linguistic and communicative competence. This study employed a qualitative library research approach by analyzing peer-reviewed journal articles, books, and relevant academic publications published between 2021 and 2025. Data were collected through documentation and analyzed using content analysis to identify recurring themes, instructional patterns, and pedagogical implications. The findings reveal that PjBL creates a student-centered learning environment in which listening, speaking, reading, and writing are developed simultaneously through interconnected project stages, including planning, information gathering, collaborative discussion, product development, presentation, and reflection. Listening skills are enhanced through exposure to instructions and authentic audio materials, speaking through group discussions and presentations, reading through the exploration of various written sources, and writing through the production of reports, dialogues, posters, and digital content. Furthermore, PjBL promotes learner motivation, creativity, critical thinking, collaboration, self-confidence, and meaningful language use in authentic contexts. Despite challenges related to instructional time, teacher readiness, and technological resources, the findings suggest that PjBL remains an effective pedagogical approach for developing integrated Arabic language proficiency. This study contributes a comprehensive synthesis of recent evidence and offers a conceptual framework for implementing integrated, communicative, and project-oriented Arabic language instruction in secondary education.
Dewi Qotrun Nada Najwa, M. Khairi, Adi Fadli· Journal of Arabic Literature· 0 citations
The implementation of gamification has been shown to have a positive effect on increasing motivation, student engagement, vocabulary mastery and self-confidence, however, several challenges were identified, including weak long-term vocabulary retention, technical constraints, variation in student ability, and excessive focus on the entertainment aspect.
Muhammad Ariff Shamsudin, Harun Baharudin· International journal of res...· 0 citations
A review of journal articles published between 2020 and 2024 that discuss the design, effectiveness, perception, and lexicographical quality of Arabic digital dictionaries identifies research gaps regarding the integration of artificial intelligence and deeper linguistic features into Arabic digital dictionaries.
Nadela Yusrizal, Asep Sopian, Mia Nurmala· 0 citations
This research explores the Technological Pedagogical Content Knowledge (TPACK) problem in Arabic language learning and how to design TPACK based on a praxeological approach for Arabic language teachers to solve issues faced by students learning Arabic in secondary school. In this context, the TPACK design, based on a praxeological approach, is ideal for solving Arabic language learning problems. This research was carried out using the Systematic Literature Review (SLR) method with data collection using the Preferred Reporting Items for Systematic Review and Meta-analysis (PRISMA) method regarding praxeology-based TPACK research in teaching Arabic in schools. Researchers used data sources, including journals, books, and other supporting sources, in this research. The findings in this research indicate that the main problems regarding the implementation of TPACK in Arabic language teaching are (1) the teacher's weak desire to achieve learning goals, (2) limited technological resources, and (3) the teacher's weak pedagogical competence. This problem occurs continuously because Arabic teachers need to have basic guidelines regarding the main steps to implement TPACK. Therefore, the TPACK design is based on a praxeological approach, which includes the see, act, and judge cycle and can help teachers diagnose the problems faced by students in detail. Teachers can take more directed, targeted, and practical actions when teaching Arabic.
Yayan Nurbayan, A. Sanusi, Atifah Nabila Nurfaiza· Ijaz Arabi Journal of Arabic...· 0 citations
The findings indicate that the CBELT-DT model emphasizes synergy between teacher readiness, technology-based instructional strategies, the internalization of character values, and reflective evaluation, and underscores the urgency of integrating character education, digital literacy, and global competence into English language learning as a strategic response to the dynamics of 21st-century education.
R. Romdanih, Y. Yuliwati, Lutfi Hardiyanto· Qalamuna. Jurnal pendidikan,...· 0 citations
The findings indicate that digital media used in Arabic listening instruction can be classified into four categories: audio-based media, audio visual media, Mobile-Assisted Language Learning (MALL), and Learning Management Systems (LMS).