<![CDATA[Vocabulary mastery is a fundamental competence in Arabic language learning. However, empirical evidence regarding the use of Wordwall among students at Islamic elementary schools (Madrasah Ibtidaiyah), particularly in comparisons with conventional instruction while controlling for students’ baseline proficiency, remains limited. This study aimed to examine the effect of Wordwall on Arabic vocabulary mastery among fifth-grade students at MIN 1 Gowa, Indonesia. A quantitative approach was employed using a quasi-experimental pretest–posttest control group design involving 50 students, with 25 students in the experimental group and 25 in the control group. Data were collected through a vocabulary mastery test and analyzed using analysis of covariance (ANCOVA), with posttest scores as the dependent variable and pretest scores as the covariate. The mean score in the experimental group increased from 35.68 to 77.72, whereas the control group’s mean score increased from 30.80 to 48.64. The ANCOVA results revealed a statistically significant difference between the two groups after controlling for baseline proficiency, F(1, 47) = 70.349, p < .001, ηp² = .599. These findings indicate that the use of Wordwall was associated with higher Arabic vocabulary mastery than conventional instruction in the context of this study. Wordwall may therefore serve as an alternative medium for teaching Arabic vocabulary at the Islamic elementary school level. Nevertheless, the findings should be interpreted in light of the quasi-experimental design and the unequal variances between the groups.]]>
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