ISSN: 2222-6990
Open access
This study was conducted to examine students’ needs regarding the use and development of an Arabic vocabulary game for business purposes. The background of this research lies in the growing importance of Arabic as a global business language, especially in trade and commerce involving the Middle East and other Arabic-speaking regions. Despite this, many students still face challenges in mastering business-related vocabulary, which highlights the need for effective learning tools to enhance vocabulary acquisition. The objective of this pilot study is to investigate students’ needs for the development of the Arabic vocabulary board game prototype “I-Mufradaat,” utilizing a vocabulary-based board game as an innovative approach to learning Arabic for business purposes. The research employed a survey design, with data collected through questionnaires administered to 45 undergraduate students in the field of business at Universiti Teknologi MARA (UiTM), Shah Alam. Findings indicate that learners expressed a strong need for engaging and gamified resources to supplement traditional methods, emphasizing motivation, interactivity, and contextual application. The results provide valuable preliminary insights for refining the design and content of I-Mufradaat, supporting its potential as an effective gamification-based tool to enhance Arabic vocabulary acquisition among non-native speakers. In conclusion, this study emphasizes the potential of vocabulary games as an innovative and interactive medium for enhancing Arabic learning in business contexts. It also suggests the development of gamified products as practical teaching aids to bridge the gap between students’ needs and effective learning strategies.
Abdul Ghani, M. T., Wan Daud, W. A. A., & Ramli, S. (2019). Arabic for Specific Purposes in Malaysia: A Literature Review. Issues in Language Studies, 8(1), 1–14.
Al-Khasawneh., F. (2019). The Impact of Vocabulary Knowledge on The Reading Comprehension of Saudi EFL learners. Journal of Language and Education, 5(3), 24-34.
Al-Tarawneh, A. (2025). Bridging Language Divides: Translation and Its Impact on International Trade Flows. In Studies in Systems, Decision and Control, 1021-1031.
Anjaniputra, A. G., & Salsabila, V. A. (2018). The Merits of Quizlet for Vocabulary Learning at Tertiary Level. Indonesian EFL Journal, 4(2), 1-11.
Breien, F. S., & Wasson, B. (2021). Narrative Categorization in Digital Game?Based Learning: Engagement, Motivation & Learning. British Journal of Educational Technology, 52(1), 91-111.
Cameron, L. (2001). Teaching Languages to Young Learners. Cambridge: Cambridge University Press.
Chen, C.-M., Liu, H., & Huang, H.-B. (2019). Effects of A Mobile Game-Based English Vocabulary Learning App on Learners’ Perceptions And Learning Performance: A Case Study of Taiwanese EFL Learners. ReCALL, 31(2), 170-188.
Ebrahimzadeh, M., & Alavi, S. (2016). Motivating EFL Students: E-Learning Enjoyment as A Predictor of Vocabulary Learning Through Digital Video Games. Cogent Education, 3(1).
Elaish. (2019). Development of a Mobile Game Application to Boost Students' Motivation in Learning English Vocabulary. IEEE Access, (99):1-1.
Ferreira, L. (2007). How To Teach Vocabulary Effectively: An Analysis of the Book Course.
Grenier, G., Zhang, W. (2023). Languages, The Labour Market, and Trade. In The Routledge Handbook of Language Policy and Planning, 145-157.
Hambali (2023). The Implementation of Vocabulary Learning Strategies in Students' Vocabulary Size. English Language Teaching Method, 3 (1).
Harun, B. (2014). Strategi Pembelajaran Kosa Kata Bahasa Arab Pelajar Sekolah Menengah Agama di Malaysia. University of Malaya.
Hassan, E. M. E. A., Romli, T. R. M., Ramli, S., & Abdul Ghani, M. T. (2024). The Attitudes of Arabic Language Learners Towards Learning Arabic for Specific Purposes, Kanar 1 Course, Language Institute, International University of Africa (IUA), Sudan. International Journal of Religion, 5(10), 5295 – 5308.
Hutchinson, T.,& Waters, A. (1987). English for Specific Purposes: A learning-centered approach. Cambridge: Cambridge University Press.
Jaafar, M. N. (2013). Tahlil Hajat Mutakhassisi Al Lughah Al Arabiah Wa Al Ittisalat Bi Jamiah Al Ulum Al Islamiah Al Maliziah Fi Taalum Al Lughah Al Arabiah Li Aghrad Siyahiyah. 4th International Conference of Arabic Language and Literature (ICALL 2013). Kuala Lumpur: IIUM Press.
Kalemku?, J., & Kalemku?, F. (2023). Effect of the Use of Augmented Reality Applications on Academic Achievement of Student In Science Education: Meta-Analysis review. Interactive Learning Environments, 31 (9), 6017-6034.
Kameda N. (2014). Japanese Business Discourse of Oneness: A Personal Perspective. Journal of Business Communication, 93-113.
Kingsley, T. L., & Grabner-Hagen, M. M. (2018). Vocabulary by Gamification. The Reading Teacher, 71(5), 545-555.
Korlu, H., & Mede, E. (2018). Autonomy in Vocabulary Learning of Turkish EFL Learners. The EUROCALL Review, 26(2), 58-70.
Kul, H. H., & Berbe, A. (2022). The Effects of Augmented Reality in A 7th-Grade Science Lesson on Students' Academic Achievement and Motivation. Journal of Science Learning, 5 (2), 193-203.
Li, R., Meng, Z., Tian, M., Zhang, Z., & Xiao, W. (2019). Modelling Chinese EFL Learners’ Flow Experiences in Digital Game-Based Vocabulary Learning: The Roles of Learner and Contextual Factors. Computer Assisted Language Learning, 1-24.
Maswani & Umbar, K. (2024). Arabic for Specific Purposes (ASP) in Indonesian Context. A Review of the Indonesian Qualifications Framework (IQF). International Colloquium on Interdisciplinary Islamic Studies (ICIIS) in conjunction with the 6th Annual Postgraduate Conference on Muslim Society (APCoMS).
Meara, P., & Jones, G. (1987). Tests Of Vocabulary Size in English As A Foreign Language. Polygot, 8(1), 1-40.
Mohamad Yusof, M. A., Shafri, M. H., Shaharuddin, N. H., Abd Raup, F. S., & Ismail, N. (2022). The Development of an Integrated Exercise Module for Basic Arabic Language through Mobile Application: A Need Analysis. International of Academic Research in Business and Social Sciences, 12(11), 3044-3058.
Nation, P. (1990). Teaching and Learning Vocabulary. New York: Newbury House.
Robinson, P. C. (1991). ESP Today: A Practitioner's Guide. New York: NY: Prentice Hall International.
Roje R.C.& Bazdan V. (2023). English As A Lingua Franca in Peer-To-Peer-Digital Business: Rapport-Building Strategies in Airbnb Messages. In Linguistic and Extralinguistic in Interaction, 65-81.
Sanosi, A. B. (2018). The effect of Quizlet on vocabulary acquisition. Asian Journal of Education and e-Learning, 6(4), 71-77.
Schroedler, T. (2018). The Value of Foreign Language Skills in International Business for Native English Speaking Countries: A Study on Ireland. English in Business and Commerce: Interactions and Policies, 6, 231-255.
Setiawan, M. R., & Wiedarti, P. (2020). The Effectiveness of Quizlet Application Towards Students’ Motivation in Learning Vocabulary. Studies in English Language and Education, 7(1), 83-95.
Waluyo, B., & Bucol, J. L. (2021). The Impact of Gamified Vocabulary Learning Using Quizlet on Low-Proficiency Students. Computer Assisted Language Learning Electronic Journal.
Weissheimer, J., de Souza, J. G. M., Antunes, J. P. L., & de Souza Filho, N. S. (2019). Gamification And L2 Vocabulary Learning: The Vocabox Experience in the Languages Without Borders Program. Revista Linguagem & Ensino, 22(4), 1136-1154.
Wright, C. (1992). The Benefits of ESP. Cambridge Language Consultations.
Wu., & Huang. (2017). Continued Use of An Interactive Computer Game-Based Visual Perception Learning System in Children with Developmental Delay. International Journal of Medical Informatics. 107. 76-87.
Ahmad, N. Z., Mahmud, W. M. W., Wahid, N. A., Nordin, F. N., & Safian, N. A. (2025). Exploring Students’ Needs for Vocabulary Games in Learning Arabic for Business Purposes. International Journal of Academic Research in Business and Social Sciences, 15(12), 2482-2492.
Copyright: © 2025 The Author(s)
Published by HRMARS (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode