ISSN: 2226-6348
Open access
Comics and visual materials may support Arabic language learning, but their effectiveness depends on material design, learners’ abilities and the teaching context. This study synthesises empirical evidence on the challenges of using comics and visual materials and the factors influencing their effectiveness in Arabic language learning. This systematic literature review reports the study selection process using PRISMA 2020. Searches in Scopus, Web of Science, Google Scholar and Jurnal Dunia Pendidikan identified 400 records. After screening and eligibility assessment, 19 empirical articles published between 2021 and 2025 were analysed thematically. Three challenge themes were identified: preparation and use of learning materials, technology and accessibility, and the suitability of presentation for learners’ abilities. Four factors influencing effectiveness were identified: clear and relevant material design, integration of text and visual representations, teaching practices that encourage active participation, and suitability for learners’ abilities and needs. The synthesis suggests that comics and visual materials can support learning when language content, visual representations and learning activities are aligned and accessible to learners. Their effectiveness depends on context and should not be assumed to be the same across different media, learners and learning settings.
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