<![CDATA[for Maharah Qirā’ah (Arabic reading skills) under conditions of limited digital facilities, where only a single device owned by the teacher is utilized and displayed through a classroom projector. This aspect represents the novelty of the study, as most Wordwall implementations generally require individual device access for students. The research employed a quantitative approach with a quasi-experimental method using a Non-Equivalent Control Group Design involving 60 students, consisting of 30 students in the experimental class and 30 students in the control class. The findings revealed that the improvement in learning outcomes of the experimental group was higher than that of the control group. The independent samples t-test yielded a significance value of 0.000 (< 0.05), indicating a statistically significant difference between the two groups. These findings demonstrate that Wordwall remains effective in enhancing Maharah Qirā’ah skills even when implemented through a single device and projector. Therefore, it can serve as an innovative, practical, and relevant evaluation alternative for schools with limited digital infrastructure]]>
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