vocabulary mastery

The landscape of foreign language education, particularly Arabic language instruction, is currently undergoing a fundamental transformation driven by the emergence of Generative Artificial Intelligence (GenAI) and Large Language Models (LLMs). This Systematic Literature Review evaluates recent developments in the integration of GenAI into the Arabic language learning ecosystem, encompassing trends in the evolution of language models, pedagogical effectiveness, the utilization of automated assessment systems, as well as the linguistic and cultural challenges involved. Through a thematic synthesis of empirical and theoretical literature published between 2019 and 2026, this review confirms that GenAI significantly enhances learner engagement, instructional personalization, and language skill acquisition, particularly in vocabulary mastery and reading comprehension. These improvements are driven by the adoption of general-purpose models such as ChatGPT, as well as leading Arabic-centric models such as JAIS and ALLaM. Nevertheless, this innovative integration encounters the inherent structural complexity of the Arabic language. Generative models frequently experience technical limitations in handling syntactic rules (nahwu), morphology (shorof), diacritic disambiguation, and regional dialect variations, as evidenced by performance gaps in linguistic benchmarks such as AraLingBench and AlGhafa. Furthermore, this review discusses rapid advances in trait-based Automated Essay Scoring (AES) supported by precise prompt engineering. Based on these findings, the study concludes that although GenAI has significant potential to bring positive disruption, its successful implementation depends heavily on pedagogical readiness, digital literacy, the application of Human-in-the-Loop (HITL) collaboration, and the development of ethical frameworks aligned with the epistemology of Islamic higher education.

Vocabulary support in early secondary education needs to reflect differences in learners’ reading readiness and opportunities to use words meaningfully. This study examined reported reading profiles and vocabulary ratings from six public secondary schools in Pio Duran, Albay, Philippines, to inform the development of supplementary vocabulary material. A descriptive analysis was conducted using school assessment summaries, teacher informed vocabulary ratings, and curricular appraisal frequencies documented in the thesis. Reading categories were treated as indicators of reading performance rather than direct measures of vocabulary mastery. School summaries generally showed fewer learners in the frustration category at posttest and more learners in instructional or independent categories. Vocabulary ratings increased across the six schools, from baseline values of 1.67–3.12 to posttest values of 2.06–3.90. However, identical scores across generalization, application, breadth, and precision prevented separate interpretation of these dimensions. Recomputed appraisal means were 4.93 for content quality, 4.94 for format, and 4.92 for presentation and organization on the reported five point scale. Accuracy ratings also identified minor errors requiring editorial attention. The supplementary material was organized around progressively demanding vocabulary tasks, contextual use, and differentiated support. Findings provide a local basis for refining instructional resources, but they do not establish intervention effectiveness. Inconsistent participant totals, incomplete documentation of assessment procedures, and discrepancies in validation records limit interpretation. Verification of the original records and a subsequent classroom evaluation are needed before stronger claims can be made. The study supports alignment between learner evidence, material design, and the scope of conclusions drawn from school assessments.

This study is motivated by the declining use of sagata, a form of Lampung oral literature, due to the influence of global culture and reduced transmission of the local language to younger generations. It aims to describe the implementation of sagata instruction among fifth-grade students at MIN 10 Bandar Lampung, including planning, implementation, evaluation, and supporting/inhibiting factors. A qualitative descriptive approach was used. The subjects were three participants: one Lampung language teacher, one madrasah principal, and one fifth-grade student selected through purposive sampling. Data were collected through observation, interviews, and documentation, then analyzed through data condensation, data display, and conclusion drawing; data validity was established through triangulation. Findings show that instructional planning was carried out systematically, covering module development, objective formulation, material selection, method selection, media preparation, and evaluation planning. Supporting factors included madrasah support, teachers’ roles, and student enthusiasm, while inhibiting factors included limited sagata-specific teaching materials, varying student vocabulary mastery, and the declining everyday use of sagata. Overall, sagata instruction has been implemented in a structured manner, though further strengthening of materials, media, and practice opportunities is needed to sustain its preservation through formal education. ABSTRAK Penelitian ini dilatarbelakangi oleh menurunnya penggunaan sagata, salah satu bentuk sastra lisan masyarakat Lampung, akibat derasnya arus budaya global serta berkurangnya pewarisan bahasa daerah kepada generasi muda. Penelitian ini bertujuan mendeskripsikan implementasi pembelajaran sastra lisan sagata pada siswa kelas V MIN 10 Bandar Lampung, mencakup perencanaan, pelaksanaan, evaluasi, serta faktor pendukung dan penghambat pembelajaran. Penelitian menggunakan pendekatan kualitatif dengan jenis penelitian deskriptif. Subjek penelitian berjumlah tiga orang, yaitu satu guru Bahasa Lampung, satu kepala madrasah, dan satu siswa kelas V yang dipilih melalui teknik purposive sampling. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi, kemudian dianalisis melalui kondensasi data, penyajian data, dan penarikan kesimpulan. Keabsahan data diuji melalui triangulasi. Hasil penelitian menunjukkan bahwa perencanaan pembelajaran sagata dilakukan secara sistematis melalui penyusunan modul ajar, perumusan tujuan, penentuan materi, pemilihan metode, penyiapan media, dan perencanaan evaluasi. Faktor pendukung meliputi dukungan madrasah, peran guru, serta antusiasme siswa, sementara faktor penghambat mencakup keterbatasan bahan ajar khusus sagata, perbedaan penguasaan kosakata bahasa Lampung, dan berkurangnya penggunaan sagata dalam kehidupan sehari-hari. Implementasi pembelajaran sagata telah terlaksana secara terstruktur, meskipun masih memerlukan penguatan bahan ajar, media, dan kesempatan praktik untuk mendukung keberlanjutan pelestariannya melalui pendidikan formal.

Background: Strategic vocabulary acquisition is a significant factor in the development of reading comprehension during secondary education, as it facilitates meaning construction, access to academic vocabulary, and the effective interpretation of increasingly complex texts. Objective: To determine the relationship between vocabulary acquisition strategies and reading comprehension among first-year secondary school students at an educational institution in Lima, Peru. Methodology: A quantitative approach was employed using a non-experimental, correlational, and cross-sectional design to analyze the relationship between vocabulary acquisition strategies and reading comprehension in secondary school students. The sample consisted of 50 students. Results: Vocabulary acquisition strategies were the dimension most closely associated with reading comprehension (ρ = .693; p < .001), surpassing the relationship observed for overall vocabulary development (ρ = .630; p < .001). Furthermore, vocabulary mastery and functional vocabulary use showed moderate positive correlations (ρ = .401; p = .004), demonstrating the contribution of various lexical dimensions to reading comprehension performance. Conclusion: Vocabulary acquisition strategies play a significant role in reading comprehension; therefore, strengthening these strategies in secondary education represents a relevant pedagogical approach to fostering meaning construction and the development of reading competencies.

Arabic vocabulary learning for early childhood is an important effort to introduce a foreign language through enjoyable learning activities that are appropriate to children's developmental characteristics. However, conventional learning methods often make children less enthusiastic, resulting in limited Arabic vocabulary mastery. This study aims to describe the use of the Picture Magic Lamp learning media in improving the Arabic vocabulary of children aged 5-6 years at TK Adz-Dzakia Pangkalpinang. This study employed a qualitative approach with a descriptive research design. The participants were children aged 5-6 years at TK Adz-Dzakia Pangkalpinang. Data were collected through observation, interviews, and documentation and were analyzed using the stages of data reduction, data presentation, and conclusion drawing. The picture magic lamp media was implemented by asking children to identify the displayed colors and mention their names in both Indonesian and Arabic. The findings revealed that the use of the picture magic lamp media increased children's learning interest, active participation, and ability to recognize and pronounce Arabic color vocabulary. Therefore, the Magic Lamp media can be used as an effective and engaging learning medium to improve Arabic vocabulary mastery among early childhood learners.

یادگیری واژگان عربی در دوران کودکی تلاشی مهم برای معرفی زبان خارجی از طریق فعالیت‌های یادگیری لذت‌بخش و متناسب با ویژگی‌های رشدی کودکان است. با این حال، روش‌های یادگیری سنتی اغلب باعث کاهش اشتیاق کودکان می‌شود و در نتیجه تسلط محدودی بر واژگان عربی ایجاد می‌کند. هدف این پژوهش توصیف استفاده از رسانه آموزشی چراغ جادوی تصویری در بهبود واژگان عربی کودکان ۵ تا ۶ ساله در مهد کودک Adz-Dzakia Pangkalpinang است. این پژوهش با رویکرد کیفی و طرح پژوهش توصیفی انجام شد. شرکت‌کنندگان کودکان ۵ تا ۶ ساله مهد کودک Adz-Dzakia Pangkalpinang بودند. داده‌ها از طریق مشاهده، مصاحبه و مستندسازی جمع‌آوری و با استفاده از مراحل کاهش داده، ارائه داده و نتیجه‌گیری تحلیل شدند. رسانه چراغ جادوی تصویری با درخواست از کودکان برای شناسایی رنگ‌های نمایش داده‌شده و بیان نام آن‌ها به زبان اندونزیایی و عربی اجرا شد. یافته‌ها نشان داد که استفاده از رسانه چراغ جادوی تصویری باعث افزایش علاقه‌مندی به یادگیری، مشارکت فعال و توانایی شناسایی و تلفظ واژگان رنگ به زبان عربی در کودکان شد. بنابراین، رسانه چراغ جادو می‌تواند به عنوان یک رسانه آموزشی مؤثر و جذاب برای بهبود تسلط بر واژگان عربی در میان کودکان پیش‌دبستانی مورد استفاده قرار گیرد.

Arabic language communication skills have become an important competence for madrasah students, not only as an academic ability but also as a means of understanding Islamic knowledge and developing cultural identity. However, Arabic language learning at the elementary level still faces challenges in transforming vocabulary and grammatical knowledge into real communication practices. This study aims to analyze the implementation of an Arabic Language Program in improving students’ communicative competence at MIN Wonosobo. This research employed a qualitative approach with a case study design. Data were collected through in-depth interviews, observations, and document analysis involving 13 participants consisting of the head of the madrasah, curriculum coordinator, Arabic language teacher, program mentors, and students. The data were analyzed using thematic analysis. The findings revealed four main themes: Arabic as a madrasah identity, the transition from vocabulary mastery to communication practice, students’ emotional experiences in speaking Arabic, and challenges in developing a language environment. The study demonstrates that communicative competence is shaped through the interaction between school programs, pedagogical practices, and students’ social experiences. These findings contribute to the development of more contextual and communicative Arabic language programs in Islamic elementary education.

مهارت‌های ارتباطی زبان عربی به عنوان یکی از شایستگی‌های مهم برای دانش‌آموزان مدارس، نه تنها به عنوان یک توانایی علمی بلکه به عنوان ابزاری برای فهم دانش اسلامی و توسعه هویت فرهنگی اهمیت یافته است. با این حال، آموزش زبان عربی در سطح ابتدایی همچنان با چالش‌هایی در تبدیل دانش واژگان و دستور زبان به کاربرد واقعی در ارتباطات مواجه است. هدف این پژوهش، تحلیل اجرای برنامه زبان عربی در بهبود شایستگی ارتباطی دانش‌آموزان در MIN Wonosobo است. این پژوهش با رویکرد کیفی و با طرح مطالعه موردی انجام شده است. داده‌ها از طریق مصاحبه‌های عمیق، مشاهده و تحلیل اسناد با مشارکت ۱۳ نفر شامل رئیس مدرسه، هماهنگ‌کننده برنامه درسی، معلم زبان عربی، مربیان برنامه و دانش‌آموزان گردآوری شد. داده‌ها با استفاده از تحلیل تماتیک مورد بررسی قرار گرفت. یافته‌ها چهار مضمون اصلی را نشان داد: زبان عربی به عنوان هویت مدرسه، گذار از تسلط واژگانی به تمرین ارتباطی، تجارب هیجانی دانش‌آموزان در صحبت کردن به زبان عربی و چالش‌های توسعه محیط زبانی. این مطالعه نشان می‌دهد که شایستگی ارتباطی از طریق تعامل میان برنامه‌های مدرسه، شیوه‌های آموزشی و تجارب اجتماعی دانش‌آموزان شکل می‌گیرد. این یافته‌ها به توسعه برنامه‌های زبان عربی زمینه‌مندتر و ارتباطی‌تر در آموزش ابتدایی اسلامی کمک می‌کند.

This quantitative correlational study investigates the relationship between online gaming, gender, and English vocabulary mastery among 65 tenth-grade students at a private high school in North Minahasa, Indonesia. Data were collected using a self-report online gaming questionnaire and a 50-item researcher-developed multiple-choice vocabulary test reviewed by three experiences EFL teacher for content validity. The students reported a high mean level of online gaming (M = 3.94) while moderate mean level of vocabulary mastery (M = 65.69). Pearson correlation revealed a weak, positive but non-significant relationship between gaming frequency and vocabulary test scores (r = .141, p = .262). An independent samples t-test indicated no statistically significant difference in vocabulary performance between male (M = 64.22) and female students (M = 67.09), and t(62,75) = -0.53, p = .598. The findings indicate that the online gaming does not necessarily correspond to higher vocabulary mastery. However, the findings should be interpreted cautiously because the study used a small co sample from one school and did not examine game genre or the amount of English used during gameplay. Further research should examine these factors and use more direct measures of English exposure during gaming.

این پژوهش همبستگی کمی به بررسی رابطه بین بازی‌های آنلاین، جنسیت و تسلط بر واژگان زبان انگلیسی در میان ۶۵ دانش‌آموز پایه دهم یک دبیرستان غیرانتفاعی در شمال میناهاسا، اندونزی می‌پردازد. داده‌ها با استفاده از پرسشنامه خودگزارش‌دهی بازی‌های آنلاین و یک آزمون چندگزینه‌ای ۵۰ سؤالی واژگان که توسط سه معلم با تجربه EFL از نظر روایی محتوایی بررسی شد، جمع‌آوری گردید. دانش‌آموزان میانگین بالایی از سطح بازی آنلاین را گزارش کردند (M = 3.94) در حالی که میانگین سطح تسلط بر واژگان در حد متوسط بود (M = 65.69). همبستگی پیرسون رابطه‌ای ضعیف، مثبت اما غیرمعنادار بین فراوانی بازی و نمرات آزمون واژگان نشان داد (r = .141, p = .262). آزمون t مستقل تفاوت معناداری از نظر آماری در عملکرد واژگان بین دانش‌آموزان پسر (M = 64.22) و دختر (M = 67.09) نشان نداد، t(62,75) = -0.53, p = .598. یافته‌ها نشان می‌دهند که بازی آنلاین لزوماً با تسلط بیشتر بر واژگان همراه نیست. با این حال، یافته‌ها باید با احتیاط تفسیر شوند زیرا این پژوهش از نمونه‌ای کوچک و تنها از یک مدرسه استفاده کرده و به بررسی نوع بازی یا میزان استفاده از زبان انگلیسی در حین بازی نپرداخته است. پژوهش‌های بیشتری باید این عوامل را بررسی کرده و از سنجه‌های مستقیم‌تر برای سنجش میزان مواجهه با زبان انگلیسی در حین بازی استفاده کنند.

Mufrodat mastery constitutes the primary foundation of Arabic language acquisition. Students at non-formal Quranic schools (TPQ) in rural areas are generally not yet systematically exposed to basic Arabic vocabulary. This Ramadan 1447H KKN-T community service aimed to improve mastery of body-part Arabic mufrodat among 18 TPQ students at Mushalla Khairul Ikhwan, Nagari Sago Salido, Pesisir Selatan, using picture-poster media. A Service Learning approach with a one-group pretest-posttest measurement design was employed in collaboration with local TPQ teachers. Data were analyzed using paired t-test, Hake N-Gain, and Cohen’s d. Mean scores increased from 74.89 to 91.17. The paired t-test yielded t = 15.68 (p < .001), mean N-Gain g̅ = 0.750 (high category), and Cohen’s d = 3.70 (very large effect). Picture-poster media proved effective and applicable for Arabic mufrodat instruction in non-formal educational settings.

تسلط بر مفردات، زیربنای اصلی فراگیری زبان عربی را تشکیل می‌دهد. دانش‌آموزان مدارس غیررسمی قرآنی (TPQ) در مناطق روستایی عموماً به طور نظام‌مند با واژگان پایه زبان عربی آشنا نمی‌شوند. هدف خدمت‌رسانی اجتماعی KKN-T رمضان ۱۴۴۷ هجری، ارتقای تسلط بر مفردات اعضای بدن به زبان عربی در میان ۱۸ دانش‌آموز TPQ در مصلی خیرالاخوان، نگاری ساگو سالیدو، پسیسیر سلاتان با استفاده از رسانه پوسترهای تصویری بود. رویکرد یادگیری خدمت‌محور با طرح اندازه‌گیری پیش‌آزمون-پس‌آزمون تک‌گروهی و با همکاری معلمان محلی TPQ به کار گرفته شد. داده‌ها با استفاده از آزمون t زوجی، Hake N-Gain و d کوهن تحلیل شدند. میانگین نمرات از ۷۴٫۸۹ به ۹۱٫۱۷ افزایش یافت. آزمون t زوجی مقدار t = ۱۵٫۶۸ (p < ۰٫۰۰۱)، میانگین N-Gain g̅ = ۰٫۷۵۰ (طبقه بالا) و d کوهن = ۳٫۷۰ (اثر بسیار بزرگ) را نشان داد. رسانه پوسترهای تصویری برای آموزش مفردات عربی در محیط‌های آموزشی غیررسمی مؤثر و قابل اجرا بود.