The Effectiveness of Language Games in Teaching Vocabulary to Non-Native Arabic Learners from the Perspective of King Abdulaziz University Faculty Members

Abstract

This study examines the effectiveness of using language games in teaching vocabulary to non-native Arabic learners from the perspective of faculty members at King Abdulaziz University. Many studies indicate that vocabulary is a key element in achieving language proficiency, and in order to develop non-native learners’ communication skills, it is essential to expand their vocabulary reservoir and motivate them to activate it in appropriate contexts. However, this needs creative teaching strategies that can capture learners’ attention and ensure their involvement in the learning process. “Language Games” is one of the strategies used to teach vocabulary by incorporating interactive activities into lessons to engage the learners and increase their learning ability.  The present study aims to explore the learning strategies used in teaching vocabulary by faculty members of the Arabic Language Institute for Speaker of other Languages, at King Abdulaziz University. It also seeks to identify the strategies they prefer and those they avoid, investigate their use of language games, and the challenges facing implementing them in their classes, as well as their suggestions to overcome these challenges. In order to do so, the study interviews six faculty members of the Arabic Language Institute, employing qualitative analysis method to analyze the data.  The results of the analysis show that members of the study sample use diverse strategies in employing “Language Games” to teach vocabulary in their classes and have different views on the assessment of this teaching strategy. They also reveal the presence of numerous serious challenges facing implementing it in language classes and suggest ways to overcome them.