Language Games and the Reconstruction of Grammatical Awareness in Teaching Arabic as a Second Language: An Analytical Study Based on Teachers’ Perceptions

Abstract

This study investigates the impact of language games on developing grammatical structures among learners of Arabic as a second language, based on teachers’ perceptions. It is grounded in the assumption that traditional grammar instruction in Arabic often remains abstract and explanatory, limiting learners’ ability to internalize grammatical structures functionally. The study employed a descriptive-analytical approach, using a 44-item questionnaire administered to teachers of Arabic as a second language to examine areas of language game implementation, perceived effectiveness, and associated challenges.

The findings revealed high levels of teacher agreement regarding the effectiveness of language games in teaching grammatical structures, particularly within classroom settings during lesson introduction and assessment stages. Reported challenges were of moderate level. Statistically significant differences were found in favor of teachers holding postgraduate degrees. The study concludes that language games function as a constructive pedagogical tool capable of reshaping learners’ grammatical awareness when embedded within purposeful instructional design. It emphasizes that the success of gamified instruction depends on professional training and pedagogical awareness rather than mere implementation. The study recommends systematic integration of gamification strategies into teacher preparation programs for Arabic as a second language.