Enhancing Arabic Speaking Skills:  The Potential of Gamification in Reducing Language Anxiety

Nanda Intan Kholifiana kholifia; Abdul Basith; M Alaika Nasrulloh; Ahmad Mufarih Hasan Fadly

doi:10.29240/jba.v9i1.12217

Authors

Nanda Intan Kholifiana kholifia Universitas KH Mukhtar Syafaat Banyuwangi, Indonesia
Abdul Basith Universitas KH Mukhtar Syafaat Banyuwangi, Indonesia
M Alaika Nasrulloh Universitas KH Mukhtar Syafaat Banyuwangi, Indonesia
Ahmad Mufarih Hasan Fadly University of South Wales, Australia

DOI:

https://doi.org/10.29240/jba.v9i1.12217

Keywords:

Speaking Anxiety, Gamified Learning, Arabic Language Acquisition

Abstract

This study aims to investigate the potential of gamification as an innovative pedagogical strategy to reduce Arabic speaking anxiety and improve speaking performance. Speaking anxiety remains one of the most prevalent and persistent barriers to acquiring proficiency in Arabic, often hindering learners’ active participation and communicative fluency. While cognitive outcomes in language learning have received increasing attention, emotional variables, particularly anxiety, have been comparatively underexplored. Guided by the central research question, how does gamification influence learners’ Arabic speaking anxiety and speaking skill development? this study adopted a qualitative research design involving classroom observations, semi-structured interviews, and documentation within an intensive Arabic language program. Thematic analysis was employed to identify recurring patterns and interpret participants’ experiences. The findings indicated a notable reduction in speaking anxiety by 78%, an increase in student engagement by 85%, a 72% boost in self-confidence, and a 25% improvement in pronunciation accuracy. Gamified elements such as rewards, collaboration, and progress tracking emerged as particularly effective, and 68% of participants perceived these features as beneficial to their learning process. These results highlight the dual function of gamification in enhancing both cognitive and affective dimensions of Arabic language acquisition, especially in speaking. The study offers practical implications for language educators in designing emotionally responsive and interactive learning environments. Further research is recommended to explore the long-term impacts of gamification across varied learner profiles and proficiency levels.

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