Augmented Reality and Virtual Reality in Arabic Speaking Skills Instruction: A Systematic Review of Pedagogical Contributions

Authors

  • Muhammad Fatih Budiman Putra Universitas Islam Negeri Maulana Malik Ibrahim Malang, Indonesia
  • Octa Syakila Salsabila Universitas Dr. H. Sumarno Banyuwangi, Indonesia
  • Syahri Ramadhan Siregar Universitas Islam Negeri Maulana Malik Ibrahim Malang, Indonesia
  • Idrus Afandi Akbar Sakarya University, Turkey
  • Iklil Syaqifah Universitas Islam Negeri Maulana Malik Ibrahim Malang, Indonesia

DOI:

https://doi.org/10.21580/alsina.8.1.27660

Keywords:

Arabic language, augmented reality, speaking skills, systematic literature review, virtual reality

Abstract

Advances in Augmented Reality (AR) and Virtual Reality (VR) have opened innovative opportunities in Arabic language learning, particularly in Arabic speaking skills (mahārat al-kalām). However, previous research remains fragmented, examining AR and VR separately without providing a comprehensive picture of their integration's impact. This study analyzes the role of AR and VR in enhancing Arabic speaking skills through a Systematic Literature Review using the PRISMA framework on 12 Scopus-indexed articles (2020–2025). The findings indicate that the integration of AR and VR significantly enhances communicative interaction and learning engagement. According to the reviewed studies, AR is effective in helping students enrich vocabulary and contextual understanding through visualization, while VR demonstrates greater effectiveness in improving speaking fluency, pronunciation accuracy, and self-confidence through immersive simulations. The combination creates a more holistic learning experience by integrating visual, auditory, and social interaction elements. However, implementation effectiveness is influenced by teacher readiness, technological infrastructure, and cost. This study identifies that AR and VR serve complementary pedagogical functions, with AR supporting vocabulary acquisition and VR enabling communicative practice. It emphasizes that effective implementation requires systematic alignment of instructional design, teacher professional development, and institutional infrastructure.

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Published

2026-02-28

How to Cite

Putra, M. F. B., Salsabila, O. S., Siregar, S. R., Akbar, I. A., & Syaqifah, I. (2026). Augmented Reality and Virtual Reality in Arabic Speaking Skills Instruction: A Systematic Review of Pedagogical Contributions. Alsina : Journal of Arabic Studies, 8(1), 131–164. https://doi.org/10.21580/alsina.8.1.27660

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Vol. 8 No. 1 (2026)

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