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Dr K M A AHAMED ZUBAIR
Postgraduate and Research Department of Arabic, The New College, Chennai, India
Humanities Computer Science & IT Languange, Linguistic, Communication & Media Social Sciences Other

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Arabic Scrambled Card Games for Vocabulary Mastery: An Experimental Study at The New College, Chennai Dr K M A AHAMED ZUBAIR
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 4 No. 12 (2026): Journal of Digital Learning and Distance Education (JDLDE)
Publisher : RADINKA JAYA UTAMA PUBLISHER, PADANG< INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56778/jdlde.v4i12.683

Abstract

This study investigates the effectiveness of a modified card game, "Arabic Scrambled," on improving Arabic vocabulary (mufradat) mastery among undergraduate (UG) and postgraduate (PG) students in the Department of Arabic at The New College, Chennai. Arabic, classical language rich in literary nuance, is essential for Islamic studies but often presents learning challenges due to conventional teaching methods (Ibn Kathir, n.d.; Al-Khuli, 1982). Vocabulary acquisition is a critical yet often tedious component. This research employs a quantitative, one-group pretest-posttest design with 30 male students (15 UG, 15 PG) as respondents. The intervention used the "Arabic Scrambled" game, which requires players to assemble scrambled Arabic letters into words corresponding to images. Results from paired sample t-tests indicated a statistically significant improvement in post-test scores (p < 0.001), with a mean score increase from 37.63 to 69.75. The findings suggest that innovative, game-based learning tools like Arabic Scrambled can significantly enhance vocabulary retention, spelling accuracy, and comprehension, making Arabic language acquisition more engaging and effective in higher education settings.
Integrating the Audio-oral Method and Wordwall Gamification in Teaching Arabic Speaking and Grammar: A Case Study at The New College, Chennai Dr K M A AHAMED ZUBAIR
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 4 No. 8 (2026): Journal of Digital Learning and Distance Education (JDLDE)
Publisher : RADINKA JAYA UTAMA PUBLISHER, PADANG< INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56778/jdlde.v4i8.630

Abstract

This study investigates the integration of two pedagogical approaches-the Audio-Oral Method and Wordwall game-based learning-in teaching Arabic speaking skills and grammar at the Department of Arabic, The New College, Chennai. Employing a qualitative case study design, data were collected through classroom observations, interviews with instructors and students, and analysis of instructional materials. The study involved 30 undergraduate students divided into two proficiency-based groups. Findings reveal that the Audio-Oral Method effectively enhances pronunciation and dialogue practice through repetition and translation, while Wordwall serves as an engaging formative assessment tool that increases student motivation, vocabulary retention, and collaborative learning. However, challenges include the lack of an immersive Arabic language environment, local language interference, monotonous teaching practices, and unequal student participation in gamified activities. The study concludes that blended use of these methods can significantly improve Arabic language acquisition if supported by structured planning, diversified teaching strategies, and equitable classroom engagement techniques.
The Use of Google Classroom Learning Management System as a Medium for Learning Arabic Dr K M A AHAMED ZUBAIR
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 4 No. 9 (2026): Journal of Digital Learning and Distance Education (JDLDE)
Publisher : RADINKA JAYA UTAMA PUBLISHER, PADANG< INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56778/jdlde.v4i9.631

Abstract

This study aims to describe the use of the Learning Management System (LMS) Google Classroom as a medium for teaching Arabic. It explores its historical development, key features, advantages, disadvantages, and practical application in the learning process. Employing a qualitative descriptive approach through library research, data were gathered from various written sources, including articles, scientific journals, and documents discussing the use of Google Classroom in online learning. The data were analyzed descriptively by reviewing, recording, and organizing relevant literature. The findings indicate that Google Classroom facilitates teachers in managing classes, sharing materials, assigning tasks, and conducting assessments online. The platform supports the mastery of the four Arabic language skills-istima’ (listening), kalam (speaking), qira’ah (reading), and kitabah (writing)-through interactive features integrated with other Google services (Linux & Daulay, 2023; Rini, Maswan, & Sugiarto, 2021). However, challenges such as limited internet access, low digital literacy, and reduced direct interaction remain obstacles. These require mitigation through creative and collaborative learning strategies to enhance the effectiveness of Arabic language learning in the digital era.
Enhancing Arabic Proficiency through Targeted Instructional Programs Dr K M A AHAMED ZUBAIR
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 4 No. 10 (2026): Journal of Digital Learning and Distance Education (JDLDE)
Publisher : RADINKA JAYA UTAMA PUBLISHER, PADANG< INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56778/jdlde.v4i10.635

Abstract

This study investigates two interconnected approaches to improving Arabic language proficiency among undergraduate students. The first component analyzes the implementation of a public speaking and oratory program designed to enhance speaking skills (Ade Adin Sahrudin et al.). The second component evaluates the suitability of a standard Balaghah (Arabic rhetoric) textbook based on established pedagogical criteria (Ikhwanul Habib et al.). The research was conducted within the Department of Arabic at The New College, Chennai, India, an institution under the aegis of MEASI. A cohort of 30 undergraduate students, divided into two groups, participated in the integrated instructional program. Qualitative case study methodology, incorporating interviews, observations, and tests, was employed to assess the speaking program (Ade Adin Sahrudin et al.), while descriptive qualitative content analysis was used to evaluate the textbook (Ikhwanul Habib et al.). Findings indicate that focused oratory training significantly improves linguistic aspects (pronunciation, vocabulary) and presentation skills (voice control, intonation, facial expressions, body language), though grammatical accuracy and speech structuring require further attention (Ade Adin Sahrudin et al.). Concurrently, the Balaghah textbook was found to be largely suitable in terms of content, organization, presentation, and alignment with learning objectives, despite minor issues with irrelevant illustrations (Ikhwanul Habib et al.). The study concludes that a dual strategy combining active, skill-based oratory practice with a well-structured theoretical foundation in Balaghah is effective for comprehensive Arabic language development.
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