Abstract:
Writing is recognized as one of the four foundational language skills, alongside listening,
speaking, and reading. In the context of Arabic language instruction, writing is typically
introduced only after learners have been taught and have mastered the other three skills.
A learner is considered to have achieved writing proficiency when they are able to
accurately copy written texts and dictated words, as well as articulate their thoughts in
clear and structured written language. Writing encompasses multiple levels of
complexity, ranging from basic transcription to more advanced composition. Learners are
expected to acquire competency at each level in a progressive manner. Due to its
significant role in language acquisition, the teaching of writing requires instructors to
possess sound pedagogical competence, particularly in the application of effective and
creative instructional methods. Such competence enables educators to deliver writing
instruction in a more engaging and enjoyable way.One method that can be implemented
in teaching Arabic writing skills (maharah al-kitābah) is the use of language games (al
Alʿāb al-Lughawiyyah). In this context, language games refer to instructional activities
that actively involve learners, either through collaborative or competitive formats, and
take various playful forms designed to meet specific learning objectives. By incorporating
these games, teachers can present writing instruction in a more attractive and stimulating
manner, thereby reducing the likelihood of student disengagement or boredom during the
learning process.
