The Impact of Using the Language Games Strategy on Enhancing the Communicative Competence of Learners of Arabic as a Foreign Language

This study investigates the impact of the language-games strategy on learners' communicative competence in Arabic as a non-native language. It stems from the view that language functions not only as a tool of expression but also as a means of developing thinking, social interaction, and cognitive skills. The research problem arises from the persistent weakness in oral communication among foreign learners despite their theoretical understanding of Arabic, highlighting the need for interactive methods that revive classroom engagement and restore the communicative purpose of language. The study aims to evaluate the effectiveness of language games in developing listening, speaking, and interaction skills, as well as in motivating learners to use Arabic in real-life situations. It also examines the teacher’s role as a facilitator in applying these strategies. A quasi-experimental design was employed by administering selected language games to a group of non-native learners and assessing their performance before and after the intervention. A descriptive–analytical approach was also used to outline the theoretical relationship between language, thought, and education. The findings indicate significant improvement in the communicative abilities of the experimental group, particularly in interaction and speaking, alongside increased motivation and reduced language anxiety. The study recommends integrating language-games strategies into Arabic curricula for non-native speakers, providing systematic teacher training, and conducting further research on their impact on other linguistic skills.