A Systematic Literature Review on the Use of Augmented Reality in Teaching Arabic Language in Malaysia
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Abstract
The integration of technology into education has profoundly transformed conventional teaching methods, driving educators to adopt diverse digital tools that enrich the learning experience. This transformation has modernised pedagogical approaches and opened new avenues for student engagement and improved academic performance. Among the most innovative developments in this digital era is Augmented Reality (AR), a technology that superimposes virtual elements onto the real world to create interactive and immersive learning environments. Although AR has been effectively implemented in disciplines such as science and mathematics, its pedagogical framework for Arabic language education remains underdeveloped, limiting its systematic adoption in instructional settings. Guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework, this study systematically reviewed literature published between 2021 and 2025 to ensure methodological rigor and transparency. Articles were retrieved from Scopus, EBSCO Discovery Service (EDS), and Google Scholar. The inclusion criteria encompassed peer-reviewed empirical studies conducted in Malaysia that examined the use of AR in Arabic language teaching, while non-empirical works such as reviews, book chapters, and conference papers were excluded. Data were extracted and analysed through qualitative content analysis to identify prevailing research trends, pedagogical strategies, and AR tools employed across educational contexts. The review found that AR applications in Malaysian Arabic language education are predominantly focused on vocabulary enhancement, with limited attention to other skills such as reading comprehension, speaking, listening, and grammar. This review highlights that AR offers visually rich and contextually meaningful learning experiences that make abstract linguistic concepts more accessible, but its application remains uneven across skills and platforms. The review of five selected studies revealed that the implementation of AR in Arabic language teaching in Malaysia has been predominantly directed toward vocabulary acquisition. This indicates the potential for extending AR applications to enhance other language skills, including reading, speaking, listening, and writing.
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References
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