Game-based Arabic Learning for Autistic Children

Teaching Arabic to non-native children with autism spectrum disorder (ASD) presents significant pedagogical challenges due to the scarcity of evidence-based, tailored instructional strategies. This study examines the effectiveness of a language games–based program in developing Arabic receptive and expressive language skills among children with ASD in Malaysia. A quasi-experimental pre-test/post-test control group design was employed with 17 primary school students (experimental group, n = 9; control group, n = 8), aged 7 to 10 years, with mild to moderate ASD, all verbal in their native language and enrolled in inclusive mainstream classrooms. The experimental group received a researcherdesigned program of interactive language games over 30 sessions across approximately two months, while the control group continued with the school’s conventional Arabic curriculum during the same period. Data were collected using a researcher-developed Arabic language skills test, demonstrating satisfactory reliability (α = 0.718 receptive, 0.772 expressive, 0.826 overall). Post-test results revealed substantial improvements in the experimental group. Overall receptive skills increased from 14% pre-program to 90% post-program (P < 0.001) and expressive skills improved from 19.8% to 81.2% (P < 0.001). Significant gains were observed across individual skills (P < 0.05), with large effect sizes (r = 0.84 to 0.91), whereas the control group changed only marginally. These findings contribute empirical evidence to Arabic language pedagogy by demonstrating the effectiveness of interactive, game-based instruction for non-native learners with ASD and offer a replicable framework for tailored teaching in inclusive settings.