Integrating Wordwall In Arabic Language Learning: Effectiveness, Challenges and Contextual Factors
Keywords:
Educational Technology, Effectiveness, Contextual Factors, Wordwall, Arabic Language LearningAbstract
Purpose of the study: This study reviews how Wordwall is used in Arabic language learning. It aims to determine Wordwall’s effectiveness across language skills, identify the persistent challenges of its implementation, and analyse the contextual factors that moderate its success in diverse educational settings. Methodology: A Systematic Literature Review (SLR) with thematic synthesis was conducted following the PRISMA 2020 guideline. From 312 articles in Scopus and Sinta journals (2015–2025), 56 met the inclusion criteria. Trustworthiness was maintained through dual coding (Cohen’s kappa = 0.82), peer debriefing, and an audit trail. Pooled effect sizes were computed using Cohen’s d with a random-effects model. Main Findings: Wordwall produces large effects on vocabulary mastery (pooled d = 0.94), engagement (d = 0.92), and motivation (d = 0.85), while its effect on speaking is weak. Three persistent challenges emerged: limited internet and devices, low teacher digital skills, and technical issues with Arabic script and harakat. School level, geographic-socioeconomic conditions, and the pedagogical model moderate success, with blended learning yielding the largest effect (d = 1.02). Novelty/Originality of this study: This is the first systematic synthesis focused specifically on Wordwall in Arabic learning. It proposes a three-pillar contextualised game-based learning framework that extends Prensky’s GBL framework by adding infrastructure and linguistic-graphemic sensitivity as systemic variables, offering evidence-based guidance for teachers, policymakers, and future researchers.
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