Arabic Language Attributes for Game-Based Arabic Language Learning for Dyslexic Children

Einannabella Nadzri Mohd Nadzri; Noor Azli Mohamed Masrop; Asrina Suriani  Md Yunus; Muhammad Sabri Sahrir; Sarifah Nurhanum Syed Sahuri

doi:10.37934/sijcrlhs.1.1.3347b

Authors

Einannabella Nadzri Mohd Nadzri Faculty of Creative Multimedia and Computing, International Islamic University College Selangor, Selangor, Malaysia
Noor Azli Mohamed Masrop Faculty of Creative Multimedia and Computing, International Islamic University College Selangor, Selangor, Malaysia
Asrina Suriani Md Yunus Faculty of Creative Multimedia and Computing, International Islamic University College Selangor, Selangor, Malaysia
Muhammad Sabri Sahrir Department of Language and Literacy, Kulliyyah of Education, International Islamic University Malaysia, Selangor, Malaysia
Sarifah Nurhanum Syed Sahuri Faculty of Major Language Studies, Universiti Sains Islam Malaysia, Nilai, Negeri Sembilan, Malaysia

DOI:

https://doi.org/10.37934/sijcrlhs.1.1.3347b

Keywords:

Arabic language attributes, elements, guidelines, game-based Arabic language learning for dyslexic children, game-based learning, Arabic language learning

Abstract

Recent studies on the twenty-first century educational system indicate that gaming has evolved into a reliable educational aid for sustaining interest and motivation in terms of learning- one of it being game-based language learning. Establishing the Arabic language attributes for game-based Arabic language learning for students with dyslexia is the objective of this study. Only a few numbers of studies have focused on dyslexic children, even though prior research has addressed a variety of principles and frameworks for educational aids in Arabic language learning. This paper employed the methodology of systematic literature review (SLR) and fuzzy Delphi method (FDM). There were 18 publications retrieved from the review that are then analysed using FDM which then resulted into four components, namely, background, Arabic linguistic features, learning strategy, and learning hierarchy. The findings of this study can be used as guidelines for instructional materials for dyslexic children or students to learn Arabic language.