Perception and Evaluation of the Effectiveness of a Mobile Application for an Educational Arabic Charade Game in Acquiring Arabic Skills

Mohamad Lukman Al Hakim Md. Noor, Muhamad Zamri Bin Abdul Gani, Nur Shuhadak Binti Ismail, Nor Zahidah Binti Ahmad, Khairun Nisaa Mohd, Mohd Feham Bin Md. Ghalib, Nur Farhana Binti Abdul Aziz

Abstract


This study investigates students' perception of the effectiveness of an edutainment instructional module, specifically the Arabic Educational Charade Game, among students in a tertiary institute. Al-Jazzar's instructional development model was utilized to compose lessons focusing on daily Arabic sentence usage. Learning Arabic vocabulary and speaking skills can be challenging for many learners, especially non-Arabic speakers. The study's objectives are to outline the procedures for designing and producing an edutainment instructional module using this model and to explore students' perception of the instruction delivery in the Arabic Charade Game for acquiring vocabulary and improving speaking skills. The study follows a developmental method with the model as the main framework. In conclusion, the study recommends using a viable instructional development model for materials development and leveraging edutainment environments to enrich students' vocabulary and improve their Arabic speaking skills.

Keywords


Arabic Charade Game; Acquiring Vocabulary; Al Jazzar Model;

Full Text:

PDF

References


Ahmed, A. and Sutton, M.J.D. (2017), "Gamification, serious games, simulations, and immersive learning environments in knowledge management initiatives", World Journal of Science, Technology and Sustainable Development, Vol. 14 No. 2/3, pp. 78-83. https://doi-org.ezaccess.library.uitm.edu.my/10.1108/WJSTSD-02-2017-0005 Al Jazzar, Abdul Latif Al Soffiy. (2013). Muqaddimah fī Tiknologiya al Ta’lim Al Nazariyyah wa Al Ilmiyyah. Al Maslah Al Zahabiyyah Publication. Barrio, C. M., Muñoz-Organero, M., & Soriano, J. S. (2015). Can gamification improve the benefits of student response systems in learning? An experimental study. IEEE Transactions on Emerging Topics in Computing, 4(3), 429–438. Blake, R. & Guillen, G. (2020). Brave New Digital Classroom: Technology and Foreign Language Learning. Washington, D.C.: Georgetown University Press. Brown, A. & Green, T. (2020). The essentials of instructional design: Connecting fundamental principles with process and practice. Routledge: New York. Ghani, M. T. A., Hamzah, M., Daud, W. A. A. W., & Ramli, S. (2019). The Conceptual Framework for Learning Arabic Vocabulary through Educational Digital Game. International Journal of Education, Psychology and Counseling, 4(25), 85-97. Hasan, M., & Al-Hasani, S. M. A. (2019). Anxiety in learning arabic language for the students: a study of selected two language centers in Dhaka, Bangladesh. Anxiety, 55. Heinich, R., Molenda, M., Russel, J. D., & Smaldino, S. E. (1996). Instructional media and technologies for learning (5th ed.). Hillsdale, NJ: Prentice-Hall. Hess, D. (2021) “Exploring Instructional Design in Arabic Education”, Issues and Trends in Learning Technologies. 9(2). doi: https://doi.org/10.2458/itlt.2391 Hess, D. (2021). Exploring Instructional Design in Arabic Education. Issues and Trends in Learning Technologies, 9(2). Huizenga, J., Admiraal, W., Akkerman, S., & Dam, G. ten. (2009). Mobile game-based learning in secondary education: Engagement, motivation and learning in a mobile city game. Journal of Computer Assisted Learning, 25(4), 332–344. https://doi.org/10.1111/j.1365-2729.2009.00316.x Kanan, T., Sadaqa, O., Aldajeh, A., Alshwabka, H., AlZu’bi, S., Elbes, M., ... & Alia, M. A. (2019, April). A review of natural language processing and machine learning tools used to analyze arabic social media. In 2019 IEEE Jordan International Joint Conference on Electrical Engineering and Information Technology (JEEIT) (pp. 622-628). IEEE. Learning Strategies among Arabic Language Students. Interactive Learning Environments, 21, 290-300. https://doi.org/10.1080/10494820.2011.555840 Levy, M. & Stockwell, G. (2006). CALL Dimensions: Options and Issues in Computer Assisted Language Learning. New York: Routledge. Masrop, N. A. M., Ishak, H., Zainuddin, G., Ramlan, S. R., Sahrir, M. S., & Hashim, H. (2019). Digital Games Based Language Learning for Arabic Literacy Remedial. Creative Education, 10, 3213-3222. Mobile Application in Arabic Language Learning in Malaysia: An Overview. International Journal of Academic Research in Business and Social Sciences, 9(7), 1366–1376. Morrison, G., Ross, S., & Kemp, J. (2007). Designing Effective Instruction. New Baskerville: John Wiley & Sons, Inc. Naidu, S. (2013). Instructional design models for optimal learning. In Moore, M. (Ed.), Handbook of distance education (pp. 268-281). New York: Routledge. Perrotta, C., & Houghton, E. (2013). Game-based learning: Latest evidence and future directions. NFER. Qadah, Abdul Samad. (2012). Tasmim Dars Ta’limiy fī dau’ namuzaj al Jazzar, retrived from website: https://www.scribd.com/doc/102075731 Richards, J. & Rodgers, T. (2014). Approaches and methods in language teaching. Cambridge, UK: University Printing House. Riwanda, A., Ridha, M., Islamy, M. I., (2021). Increasing Arabic Vocabulary Mastery Through Gamification; is Kahoot! Effective?. LISANIA: journal of Arabic Education and Literature, 5(1), 19-35. Ryding, K. (2013). Teaching and learning Arabic as a foreign language: A guide for teachers. Washington, D.C.: Georgetown University Press. Sahrir, D. M. S., Zainuddin, B. N., & Abdullah (2012). B. Arabic ID-DGBL: An Instructional Design (ID) Model For E-Arabic Teaching and Learning. Sahrir, M. S., & Yusri, G. (2012). Online Vocabulary Games For Teaching And Learning Arabic. GEMA Online Journal of Language Studies,12(3), 961-977. Velan, K., Aisah, H., & Rosazman, H. (2019). Women in Malaysian seaweed industry: Motivations and impacts. Kajian Malaysia, 37(2), 49-74. Wang, A. I., & Lieberoth, A. (2016). The effect of points and audio on concentration, engagement, enjoyment, learning, motivation, and classroom dynamics using Kahoot!!. In Thomas Connolly & L. Boyle (Eds.), The 10th European Conference on Games Based Learning (p. 738). Academic Conferences International Limited. Yahaya, H., Sardi, J., Radzi, M., Abdelhamid, I. Y., & Islam, F. P. (2019). Development of a Mobile Application in Arabic Language Learning in Malaysia: An Overview. International Journal of Academic Research in Business and Social Sciences, 9(7), 1366–1376. Yusri, G., Rahimi, N. M., Shah, P. M., & Wah, W. H. (2013). Cognitive and Metacognitive Learning Strategies among Arabic Language Students. Interactive Learning Environments, 21, 290-300. https://doi.org/10.1080/10494820.2011.555840 Zainuddin, G., Ramlan, S. R., Mohamed Masrop, N. A., Sahrir, M. S., & Abdullah, E. (2021, January). Teachers’ Perspectives on Digital Game-Based Language Learning for Arabic Language in Malaysian Primary Schools. In 4th International Conference on Sustainable Innovation 2020–Social, Humanity, and Education (ICoSIHESS 2020) (pp. 436-441). Atlantis Press. Zainuddin, N. (2014). The Development of Multimedia Programme for Teaching and Learning Arabic Vocabularies: Moodle as Example. International Islamic University Malaysia. Zainuddin, N., & Sahrir, M. S. (2016). Multimedia Courseware for Teaching Arabic Vocabulary: Let's Learn from the Experts. Universal Journal of Educational Research, 4(5), 1167-1172.




DOI: https://doi.org/10.18860/ijazarabi.v7i2.20893

Refbacks

  • There are currently no refbacks.


Copyright (c) 2024 Mohamad Lukman Al Hakim Md. Noor, Muhamad Zamri Bin Abdul Gani, Nur Shuhadak Binti Ismail, Nor Zahidah Binti Ahmad, Khairun Nisaa Mohd, Mohd Feham Bin Md. Ghalib, Nur Farhana Binti Abdul Aziz

License URL: https://creativecommons.org/licenses/by-sa/4.0/