Enhancing Arabic Speaking Skills Through AI-Assisted Adaptive Vocabulary Games: Evidence from a Classroom Intervention
Abstract views: 20
,
pdf downloads: 4
Abstract
The development of Arabic speaking skills remains a significant challenge for many secondary school learners, particularly due to limited vocabulary mastery and insufficient opportunities for meaningful oral communication. This study investigates the effectiveness of AI-assisted adaptive vocabulary games in enhancing Arabic speaking skills among secondary school students. Using a classroom intervention design conducted in two instructional cycles, the study involved 31 tenth-grade students at MA Muhammadiyah Kota Bima, Indonesia. Data were collected through speaking performance tests, classroom observations, and learning documentation. The findings revealed a consistent improvement in students’ speaking performance, as indicated by an increase in the mean score from 62 in the pre-intervention stage to 68 in Cycle I and 76.25 in Cycle II. Learning mastery also increased substantially from 16.7% to 80.64% by the end of the intervention. Furthermore, the N-Gain score of 0.375 indicated a moderate level of effectiveness. The findings suggest that vocabulary-centered interactive activities can facilitate oral language production by promoting contextual vocabulary use and repeated speaking practice. From an adaptive learning perspective, the study highlights the potential of integrating Generative Artificial Intelligence into vocabulary game design to support more personalized and communicative Arabic language learning environments. The study contributes to the growing discourse on AI-enhanced language learning by demonstrating the pedagogical value of adaptive vocabulary-based interventions for developing Arabic speaking skills.
Downloads
References
Aljohani, Nouf J. “ChatGPT in Language Learning: A Systematic Review of Applications and Challenges.” Social Sciences & Humanities Open 13 (2026): 102357. https://doi.org/10.1016/j.ssaho.2025.102357.
Alshraideh, Safa Shareef Klaib, and Haya A. Alhourani. “The Shift toward Fusha (Classical Arabic Language) Reconstruction of the Concept.” Dirasat: Human and Social Sciences 49, no. 5 (2022): 556–67. https://doi.org/10.35516/hum.v49i5.3507.
Cancino, Marco, and Camila Viguera. “The Impact of a Gamified Approach on Vocabulary Learning and Vocabulary Self-Efficacy: Evidence from a Chilean Primary EFL School.” Revista de Lingüística y Lenguas Aplicadas 19 (2024): 33–43. https://doi.org/10.4995/rlyla.2024.19932.
Cervetti, Gina N., Tanya S. Wright, and HyeJin Hwang. “Conceptual Coherence, Comprehension, and Vocabulary Acquisition: A Knowledge Effect?” Reading and Writing 29, no. 4 (2016): 761–79. https://doi.org/10.1007/s11145-016-9628-x.
Dehghanzadeh, Hojjat, Hashem Fardanesh, Javad Hatami, Ebrahim Talaee, and Omid Noroozi. “Using Gamification to Support Learning English as a Second Language: A Systematic Review.” Computer Assisted Language Learning 34, no. 7 (2021): 934–57. https://doi.org/10.1080/09588221.2019.1648298.
Du, Jinming, and Ben Kei Daniel. “Transforming Language Education: A Systematic Review of AI-Powered Chatbots for English as a Foreign Language Speaking Practice.” Computers and Education: Artificial Intelligence 6 (2024): 100230. https://doi.org/10.1016/j.caeai.2024.100230.
Fui-Hoon Nah, Fiona, Ruilin Zheng, Jingyuan Cai, Keng Siau, and Langtao Chen. “Generative AI and ChatGPT: Applications, Challenges, and AI-Human Collaboration.” Journal of Information Technology Case and Application Research 25, no. 3 (2023): 277–304. https://doi.org/10.1080/15228053.2023.2233814.
Hadi, Nurul, Nuri Alvina, and Khaled Radhouani. “Ta’zîzu Dâfi’iyyati Thullâbi Riyâdh al-Athfâl Li Tathwîri Mahârât al-Lughah al-’Arabiyyah al-Syafawiyyah Min Khilâli Barâmiji al-Ta’lîm al-Mukatstsaf.” Alibbaa’: Jurnal Pendidikan Bahasa Arab 5, no. 2 (2024): 189–214. https://doi.org/10.19105/ajpba.v5i2.12195.
Hadi Mogavi, Reza, Bingcan Guo, Yuanhao Zhang, Ehsan-Ul Haq, Pan Hui, and Xiaojuan Ma. “When Gamification Spoils Your Learning: A Qualitative Case Study of Gamification Misuse in a Language-Learning App.” In Proceedings of the Ninth ACM Conference on Learning @ Scale, 175–88. New York: ACM, 2022. https://doi.org/10.1145/3491140.3528274.
Husna, Ilya, Zikrawahyuni Maiza, Suci Ramadhanti Febriani, Rahmat Satria Dinata, and Fauzul Fil Amri. “Digital Game-Based Learning: Exploring the Use of Mobile Legends in Arabic Language Skills.” Al-Ta’rib: Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya 12, no. 1 (2024): 1–16. https://doi.org/10.23971/altarib.v12i1.8015.
Huseinović, Lamija. “The Effects of Gamification on Student Motivation and Achievement in Learning English as a Foreign Language in Higher Education.” MAP Education and Humanities 4, no. 1 (2023): 10–36. https://doi.org/10.53880/2744-2373.2023.4.10.
Ilmiani, Aulia Mustika, Nurul Wahdah, and Mahfuz Rizqi Mubarak. “The Application of Albert Bandura’s Social Cognitive Theory: A Process in Learning Speaking Skill.” Ta’lim al-’Arabiyyah: Jurnal Pendidikan Bahasa Arab & Kebahasaaraban 5, no. 2 (2021). https://doi.org/10.15575/jpba.v5i2.12945.
Khasawneh, Mohamad Ahmad Saleem. “Language Skills and Their Relationship to Learning Difficulties in English Language from the Teachers’ Point of View.” The Journal of Quality in Education 12, no. 19 (2022): 104–13. https://doi.org/10.37870/joqie.v12i19.308.
Kosim, Nanang, Ade Arip Ardiansyah, Hilda Saripatul Hikmah, and Yusuf Ali Shaleh Atha. “The Use of the Task-Based Language Teaching (TBLT) Method to Improve Learning Outcomes of Arabic Language Skills.” Alibbaa’: Jurnal Pendidikan Bahasa Arab 5, no. 2 (2024): 144–65. https://doi.org/10.19105/ajpba.v5i2.14804.
Kundu, Arnab, and Tripti Bej. “AI in School EFL Learning: A Systematic Review of Impact Pathways for Engagement, Achievement, and Satisfaction.” Journal of Language and Education 11, no. 4 (2025): 131–48. https://doi.org/10.17323/jle.2025.22083.
Law, Locky. “Application of Generative Artificial Intelligence (GenAI) in Language Teaching and Learning: A Scoping Literature Review.” Computers and Education Open 6 (2024): 100174. https://doi.org/10.1016/j.caeo.2024.100174.
Li, Belle, Yaling Lily Tan, Chaoran Wang, and Victoria Lowell. “Two Years of Innovation: A Systematic Review of Empirical Generative AI Research in Language Learning and Teaching.” Computers and Education: Artificial Intelligence 9 (2025): 100445. https://doi.org/10.1016/j.caeai.2025.100445.
Luo, Zhanni. “Gamification for Educational Purposes: What Are the Factors Contributing to Varied Effectiveness?” Education and Information Technologies 27, no. 1 (2022): 891–915. https://doi.org/10.1007/s10639-021-10642-9.
Madondo, Fortunate, and Joseph Tsikira. “Traditional Children’s Games: Their Relevance on Skills Development among Rural Zimbabwean Children Age 3–8 Years.” Journal of Research in Childhood Education 36, no. 3 (2022): 406–20. https://doi.org/10.1080/02568543.2021.1982084.
Mahmudah, Menik, Nurhanifansyah Nurhanifansyah, and Syarif Muhammad Syaheed bin Khalid. “Psycholinguistic Approaches to Enhancing Arabic Speaking Proficiency through Comic Strips.” Arabiyatuna: Jurnal Bahasa Arab 8, no. 2 (2024): 805–26. https://doi.org/10.29240/jba.v8i2.11349.
Marzuki, Abdul Gafur, and Ana Kuliahana. “Using Language Games to Enhance EFL Students’ Speaking Skill in Indonesia.” Al-Ta Lim Journal 28, no. 3 (2021): 213–22. https://doi.org/10.15548/jt.v28i3.700.
Mohamed Mokhtar, Mohd Ieruwan. “Lower Secondary Students’ Arabic Speaking Anxiety: A Foreign Language Literacy Perspective.” International Journal of Education and Literacy Studies 8, no. 4 (2020): 33–41. https://doi.org/10.7575/aiac.ijels.v.8n.4p.33.
Raj Sharma, Lok. “Exploring the Landscape of Challenges and Opportunities in Teaching Speaking Skills.” International Journal of Advanced Multidisciplinary Research and Studies 4, no. 3 (2024): 74–78. https://doi.org/10.62225/2583049X.2024.4.3.2745.
Roziqi, Muhammad Ainur, Murdiono Murdiono, Nur Fuadi Rahman, and Muhammad Arif. “Mapping of Strategies and Methods for Learning Arabic Speaking Skills.” Ijaz Arabi Journal of Arabic Learning 8, no. 1 (2025). https://doi.org/10.18860/ijazarabi.v8i1.26939.
Teimouri, Yasser, Julia Goetze, and Luke Plonsky. “Second Language Anxiety and Achievement.” Studies in Second Language Acquisition 41, no. 2 (2019): 363–87. https://doi.org/10.1017/S0272263118000311.
Wahab, Wahab, Yuliana Yuliana, Almu Padol, Mustar Mustar, and Ali Musa Lubis. “The Language Division’s Efforts in Community-Based Arabic Speaking Skills Training.” Ijaz Arabi Journal of Arabic Learning 8, no. 3 (2025). https://doi.org/10.18860/ijazarabi.v8i3.32555.
Wang, Ying. “A Study on the Efficacy of ChatGPT-4 in Enhancing Students’ English Communication Skills.” SAGE Open 15, no. 1 (2025). https://doi.org/10.1177/21582440241310644.
Wang, Yiyin, Tiancheng Zhang, Le Yao, and Paul Seedhouse. “A Scoping Review of Empirical Studies on Generative Artificial Intelligence in Language Education.” Innovation in Language Learning and Teaching (2025): 1–28. https://doi.org/10.1080/17501229.2025.2509759.
Zhang, Songcun, and Zuwati Hasim. “Gamification in EFL/ESL Instruction: A Systematic Review of Empirical Research.” Frontiers in Psychology 13 (2023). https://doi.org/10.3389/fpsyg.2022.1030790.
عبد الحكيم عبد الرحمن حسين. “Muhaffazât Al-Al’âb al-Raqmiyyah (Gamification) Fî Ta’lîmi al-Lughah al-’Arabiyyah: Dirâsatu al-Abhâts al-Mansyûrah Fî Tathbîqi Muhaffazâti al-Al’âb al-’Arabiyyah Fî Indûnîsiyâ.” Alibbaa’: Jurnal Pendidikan Bahasa Arab 5, no. 1 (2024): 1–29.
Authors who publish with this journal agree to the following terms:
a. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
b. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
c. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
Alibbaa': Jurnal Pendidikan Bahasa Arab have CC-BY-SA or an equivalent license as the optimal license for the publication, distribution, use, and reuse of scholarly work.
In developing strategy and setting priorities, Alibbaa': Jurnal Pendidikan Bahasa Arab recognize that free access is better than priced access, libre access is better than free access, and libre under CC-BY-SA or the equivalent is better than libre under more restrictive open licenses. We should achieve what we can when we can. We should not delay achieving free in order to achieve libre, and we should not stop with free when we can achieve libre.
Alibbaa': Jurnal Pendidikan Bahasa Arab is licensed under a Creative Commons Attribution 4.0 International License
You are free to:
- Share — copy and redistribute the material in any medium or format
- Adapt — remix, transform, and build upon the material for any purpose, even commercially.
- The licensor cannot revoke these freedoms as long as you follow the license terms.
