2026· International journal of research and innovation in social science· 0 citations
TL;DR
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.
Abstract
This study aims to examine the use of gamification in Arabic vocabulary learning through a Systematic Literature Review (SLR) approach. The issue of weak vocabulary mastery among non-native Arabic speakers highlights the need for a more interactive and engaging teaching approach. This review explores the forms of gamification applied, its effects on students, and the challenges faced in the context of Arabic vocabulary learning. A total of eight academic journal articles published between 2020 and 2025 that met the inclusion criteria were qualitatively analysed using PRISMA guidelines and evaluated using the Mixed-Method Appraisal Tool (MMAT). The findings show that the forms of gamification used include digital platforms such as Kahoot!, Quizizz, and Wordwall; physical games such as the Arabic Treasure Hunt; and multimodal approaches that combine visual, auditory and kinaesthetic elements. 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. This study recommends that the implementation of gamification in Arabic vocabulary teaching be carried out in a balanced and well-planned manner. The role of the teacher, curriculum suitability, and technological support are determining factors for the success of this approach. Gamification should be viewed as a complement to traditional pedagogy in creating a more effective, enjoyable and meaningful learning environment.
This study addresses the growing need for effective strategies to improve students’ mastery of Arabic vocabulary (mufradat), particularly amid persistent reliance on conventional memorization practices. The study aimed to examine the nature of the singing method and synthesize empirical evidence regarding its effectiveness in enhancing Arabic vocabulary mastery. A systematic literature review (SLR) was employed to analyze recent studies published primarily between 2021 and 2026. Relevant literature was identified through structured searching, screened using predetermined inclusion and exclusion criteria, assessed for methodological quality, and synthesized through descriptive comparison and thematic analysis. The findings revealed a predominantly positive pattern across the reviewed studies. Singing-based instruction improved vocabulary achievement, memorization, recall, pronunciation, motivation, and learner engagement. Quantitative studies reported substantial gains in post-test scores, N-Gain values, and statistically significant differences, while qualitative studies emphasized improved participation and more enjoyable learning experiences. The synthesis further indicated that effectiveness was strongest when singing was integrated with repetition, appropriate vocabulary selection, movement, visual support, and opportunities for recall and application. The study concludes that singing represents a promising, adaptable, and learner-centered strategy for Arabic vocabulary instruction. The findings contribute theoretically by strengthening understanding of multimodal vocabulary learning and practically by informing teachers’ instructional design. Future research should use larger samples, standardized measures, longer interventions, and stronger comparative designs.
M. Hasyim, Isna Seftiana Arni, A. Suhaedi et al.· Journal Of Education, Teachi...· 0 citations
This study aims to evaluate the implementation of the Merdeka Curriculum in Arabic language learning at the Madrasah Tsanawiyah (MTs) level using a constructivist perspective, in order to identify the alignment between curricular concepts and classroom practices. This research employs a qualitative approach with a library research design. Data were collected from various scholarly sources, including books, journal articles, and relevant documents, and analyzed using content analysis techniques through stages of identification, classification, and interpretation. The validity of the findings was ensured through source triangulation. The results indicate that, conceptually, the Merdeka Curriculum is highly aligned with constructivist principles, particularly in terms of student-centered learning, flexible instructional planning, and the integration of assessment as an essential component of the learning process. In practice, Arabic language instruction demonstrates a shift toward student-centered learning through the application of active learning models, although teacher-centered approaches still dominate in certain aspects. Assessment practices have begun to adopt authentic and formative approaches, but their implementation remains suboptimal. Furthermore, several challenges persist, including limited teacher pedagogical competence, heterogeneous student abilities, and insufficient learning resources and facilities. Despite these constraints, the implementation of the Merdeka Curriculum has positively impacted students’ motivation, engagement, and communicative competence in Arabic language learning.
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).
Reading literacy among Indonesian elementary school students remains relatively low, as reflected in Indonesia’s PISA 2022 reading score of 359, which is considerably below the OECD average. This condition underscores the urgent need for innovative, technology-based learning media, including interactive digital comics. Despite the increasing number of studies on digital learning media, systematic evidence specifically addressing interactive digital comics in Indonesian language learning for lower-grade elementary students remains limited. This study aimed to identify research trends, examine learning effectiveness, and map the strengths, limitations, and research gaps related to interactive digital comics published between 2020 and 2025. This study employed a Systematic Literature Review (SLR) using the PRISMA 2020 framework. Literature was collected from Google Scholar, Scopus, and ERIC databases. From 800 identified articles, 30 studies met the inclusion criteria after screening, eligibility assessment, and quality evaluation using the Mixed Methods Appraisal Tool (MMAT). Data were analyzed through thematic and narrative synthesis, supported by bibliometric mapping using VOSviewer. The findings revealed a significant increase in studies on interactive digital comics after 2021, particularly on Android- and web-based platforms integrated with multimedia features. Most studies reported positive effects on reading comprehension, vocabulary mastery, learning motivation, and student engagement. However, research gaps remain in longitudinal studies, large-scale experiments, local cultural integration, and the assessment of affective learning. Interactive digital comics demonstrate strong potential as multimodal learning media for elementary language education.
Indah Aviolita Herawati, A. Cahyani, S. Sudarmin et al.· Journal of Innovation and Re...· 0 citations
Speaking is one of the most challenging language skills for English as a foreign language (EFL) learners to master, while advances in digital technology have created new opportunities to address this challenge. This study aimed to identify the types of digital technologies used in English speaking instruction, analyze their effectiveness, and describe the challenges associated with their implementation. This study employed a Systematic Literature Review (SLR) method following the PRISMA 2020 protocol. Searches were conducted in the Google Scholar and ERIC databases, covering articles published between 2021 and 2026. Ten articles were selected for analysis using content analysis. The findings showed that the digital technologies applied were categorized into five groups: mobile-assisted language learning, short-video social media platforms, synchronous computer-mediated communication, artificial intelligence (AI), and immersive technologies. Among the ten reviewed articles, seven reported positive effects on speaking fluency, vocabulary use, self-confidence, and motivation; however, improvements in pronunciation and speaking anxiety were not consistently observed. The main challenges identified included technical issues, the need for user training, limited personalization of technological feedback, and students’ preference for direct interaction. These findings indicate that technology selection should be aligned with specific learning objectives while maintaining the essential role of human interaction in language learning.
Fajar Nurjaman, Bagaskara Nur Rochmansyah· Journal of social research· 0 citations
This study was conducted in response to the growing integration of information and communication technology in English language learning, which has created opportunities to enhance students’ vocabulary acquisition through more interactive and engaging instructional media. Vocabulary mastery is a fundamental component of English proficiency, yet many elementary school students continue to experience difficulties in learning new vocabulary through conventional teacher-centered approaches. Therefore, this study aimed to examine the relationship between the use of gamification-based Quizizz and English vocabulary mastery among sixth-grade students at MIN 1 Kota Palu. A quantitative correlational research design was employed, involving 30 students selected through purposive sampling from a population of 63 students. Data were collected using a 15-item Likert-scale questionnaire measuring students’ use of Quizizz and a 20-item multiple-choice vocabulary test. The data were analyzed using IBM SPSS Statistics version 30 through normality, linearity, and Pearson Product Moment correlation tests. The findings indicated that the data satisfied the assumptions of normality and linearity. Pearson correlation analysis revealed a very strong positive and statistically significant relationship between Quizizz use and students’ English vocabulary mastery (r = .892, p < .001), indicating that greater engagement with Quizizz was associated with higher vocabulary achievement. The study concludes that Quizizz has considerable potential as a gamification-based learning medium to foster engaging, interactive, and student-centered vocabulary learning in elementary English classrooms. However, because the study employed a correlational design, the findings demonstrate an association rather than a causal effect between Quizizz use and vocabulary mastery.
Zahratul Munawarah, Hijrah Syam, Abdul Gafur Marzuki· Indonesian Technology and Ed...· 0 citations