Gamified Arabic Vocabulary Learning and Critical Thinking Engagement among Non-Native Learners

Muhammad Dzulfikri Al Imany, Ahmad Taufiq, Ali Burhan, Oussama Douah

Abstract


This research examines how the interactive language game “Guess the Country and City” influences Arabic vocabulary performance while engaging cognitive processing and critical thinking mechanisms among non-native learners. The research was conducted at an Arabic language institute in a tourism-track immersion program in Riyadh, Saudi Arabia. Applying a quantitative one-group pre-experimental design, the study involved 25 international learners representing 17 different nationalities. Participants completed three assessment phases in which they identified geographical names through visual prompts, symbolic cues, and manipulated Arabic letters under strict time limits. Analytical procedures included descriptive statistics, paired-sample t-tests, and Cohen’s d. The results showed a significant improvement in vocabulary performance, with mean scores increasing from 67.08 in the pre-test to 75.24 in post-test 1 and 84.84 in post-test 2 (p < .001), with a large overall effect size (Cohen’s d = 1.47). Beyond the quantitative score gains, the game required learners to interpret visual information, analyze symbolic relationships, manipulate Arabic letter patterns, and make rapid decisions under time constraints, thereby engaging higher-order cognitive processing and critical thinking during task completion. These findings suggest that integrating visual, cultural, and problem-solving elements into gamified Arabic learning can support vocabulary development while fostering cognitively demanding learning processes in diverse immersion settings.

Keywords


Arabic language learning; Non-native Arabic learners; Vocabulary development; Critical thinking

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References


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DOI: https://doi.org/10.17509/alsuniyat.v9i2.104405

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