REVISTA KRONOS
INSTITUTO ACADÉMICO DE IDIOMAS REVISTA KRONOS
UNIVERSIDAD CENTRAL DEL ECUADOR 6(2), AGOSTO 2025 - ENERO 2026, PP. 67-83

pISSN 12631-2840
eISSN 2631-2859

kronos.idiomas@uce.edu.ec

DOI: https://doi.org/10.29166/kronos.v6i2.8538
CC BY-NC 4.0 —Licencia Creative Commons Reconocimiento-NoComercial 4.0 Internacional
© 2026 Universidad Central del Ecuador

Miguel Ángel Macías Loor | Universidad Técnica de Manabí-Ecuador
Karen Leticia Intriago Macías | Unidad Educativa José María Urbina-Ecuador
Dolores Monserrate Alcívar Solorzano | Universidad Estatal del Sur de Manabí-Ecuador
Letty Jacqueline Saltos Rodríguez | Universidad Técnica de Manabí-Ecuador
Roberth Israel Ponce Martínez | Universidad Técnica de Manabí-Ecuador
Mónica Lissette Loor Domo | Universidad Técnica de Manabí-Ecuador

abstract This study examines the use and impact of educational games on English vocabulary learning among ninth-
grade ILE (EFL, English as a Foreign Language) students at a public school in Ecuador. A sample of 60 students and
two teachers was examined using classroom observations, vocabulary tests, and student surveys within a non-experi-
mental mixed-methods framework. Contrary to the established literature advocating game-based learning, the findings
revealed that educational games were only implemented in 25% of the classes observed. This underuse was associated
with moderate vocabulary retention (average test score: 57.7%) and low motivation. Fifty-five percent of students
reported that they did not enjoy learning vocabulary. However, where games were used, there was a considerable
improvement in student engagement (interest was shown in 100% of cases). The study highlights the critical need to
systematically integrate interactive strategies into ILE (EFL) contexts dominated by conventional methods.

keywords game-based learning, vocabulary acquisition, EFL pedagogy, student engagement, secondary education.

fecha de recepción 17/07/2025 fecha de aprobación 14/11/2025

El Uso de Juegos Educativos para el Aprendizaje de Vocabulario en inglés
resumen El presente estudio examina el uso y el impacto de los juegos educativos en el aprendizaje de vocabulario
del idioma inglés en estudiantes de noveno grado de ILE (Inglés como Lengua Extranjera) en un colegio público en
Ecuador. Se examinó una muestra de 60 estudiantes y 2 profesores utilizando observaciones en clase, pruebas de
vocabulario y encuestas a estudiantes dentro de un marco de métodos mixtos no experimentales. Contrariamente a la
literatura establecida que aboga por el aprendizaje basado en juegos, los hallazgos revelaron que los juegos educativos
solo se implementaron en el 25% de las clases observadas. Este subuso se asoció con una retención de vocabulario
moderada (puntuación promedio en las pruebas: 57.7%) y baja motivación. El 55% de los estudiantes informaron que
no disfrutaban aprender vocabulario. Sin embargo, donde se utilizaron juegos, hubo una mejora considerable en el
compromiso de los estudiantes (se mostró interés en el 100% de los casos). El estudio subraya la necesidad crítica
de integrar sistemáticamente estrategias interactivas en contextos de ILE dominados por métodos convencionales.

palabras clave aprendizaje basado en juegos, adquisición de vocabulario, pedagogía ILE, compromiso estudiantil,
educación secundaria.

The use of Educational Games in English Vocabulary Learning

The use of Educational Games in English Vocabulary Learning

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INTRODUCTION

The teaching of English as a Foreign Language (efl) to adolescent students presents unique
challenges that demand innovative pedagogical approaches (Çakir & Güngör, 2017; Lesia
et al., 2022). While extensive research supports game-based learning as an effective strat-
egy for vocabulary acquisition (Ahmed et al., 2022; Zhang et al., 2023), significant gaps
remain in understanding its practical implementation in under-resourced public-school
settings. Recent studies from Ecuador and Latin America have documented persistent lim-
itations in vocabulary instruction, including insufficient use of interactive methodologies,
teacher-centered practices, and scarce opportunities for meaningful engagement with En-
glish words in public institutions (García-López et al., 2023; López Montero, 2019; Rodrí-
guez-Molina & Rioja-Ponce, 2022). Despite curricular efforts to promote communicative
approaches, gamified strategies remain marginal in many schools across the region, par-
ticularly in rural and low-income contexts (Cueva & Tupiza, 2021). This study addresses
this gap by documenting real-world implementation challenges at a representative Latin
American secondary school.

Vocabulary learning is especially problematic in public efl (ile, Inglés como Lengua
Extranjera) classrooms, where traditional instruction typically prioritizes memorization,
translation, and workbook completion over practice-oriented or interactive methods
(Guevara & Ordoñez, 2012). As a result, students often develop only superficial lexical
knowledge, struggle with retention, and show limited motivation toward English learning
tasks (Susanto, 2017). These difficulties are exacerbated in contexts where teachers have
limited access to resources, insufficient training in innovative methodologies, or little in-
stitutional support for pedagogical experimentation (Copland et al., 2014).

Educational games have emerged as a promising avenue for enhancing vocabulary
learning, particularly because they create low-stress, engaging, and student-centered learn-
ing environments. Studies in various efl settings suggest that games can improve retention,
increase motivation, and promote meaningful interaction through contextualized exposure
to new words (Anastasiadis et al., 2018; Anggraini, 2021). However, evidence regarding
their use in Ecuadorian or Latin American public schools remains scarce, and little is
known about the extent to which teachers actually integrate games into their lessons or
the factors that hinder their implementation.

Given the lack of empirical documentation in this regional context, a clearer un-
derstanding of how educational games are (or are not) implemented is urgently needed.
Such understanding can inform school administrators, curriculum designers, and teach-
er-training programs seeking to modernize vocabulary instruction and reduce reliance on
outdated practices.
Purpose of the Study
Based on this need, the purpose of this study is to examine the use and impact of educa-
tional games on vocabulary learning among ninth-grade ile (efl) students in a public Ec-
uadorian school. The study investigates three core aspects:

1. The frequency and nature of educational game use in classroom instruction.
2. Students’ vocabulary retention when exposed to game-based versus traditional methods.
3. Learners’ attitudes and motivation toward vocabulary learning through educational games.

Research Questions:
To guide this investigation, the following research questions were formulated:

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RQ1. To what extent are educational games used in ninth-grade ile (efl) classrooms in a
public school in Ecuador?
RQ2. What impact does the use of educational games have on students’ vocabulary reten-
tion?
RQ3. What are students’ perceptions and motivational responses toward learning vocab-
ulary through educational games?
These questions aim to clarify the current state of practice in game-based vocabulary in-
struction and contribute empirical evidence from a Latin American public-school setting,
where research remains limited.

METHOD

This study employed a non-experimental, descriptive mixed-methods design to imple-
ment and evaluate the use of educational games for vocabulary instruction in ninth-grade
EFL classes (Creswell & Plano Clark, 2018; Cohen et al., 2018; Teddlie & Tashakkori,
2009). A purposive sample of sixty students (aged 14–15) and two English teachers from
a public secondary school in Latin America was selected to reflect typical EFL classroom
conditions and to facilitate in-depth analysis of implementation processes (Patton, 2015;
Palinkas et al., 2015; Etikan et al., 2016). Mixed methods enabled methodological trian-
gulation of classroom observations, vocabulary tests, and student surveys to strengthen
interpretive validity of the findings (Creswell & Plano Clark, 2018; Cohen et al., 2018).

Data were collected using three validated instruments organized according to the
mixed-methods design of the study (Creswell & Plano Clark, 2018). Quantitative data
were obtained through a vocabulary retention test of twenty target words ( = 0.94),
which measured students’ receptive and productive knowledge, and a ten-item Likert-scale
survey ( = 0.82) that assessed students’ attitudes, exposure frequency, and perceived
effectiveness of game-based learning. Qualitative data were gathered through structured
classroom observations using a ten-item checklist ( = 0.90) that recorded the occur-
rence, types, and quality of educational games implemented during four complete lessons
(totaling 180 minutes). This organization of instruments aligned with the mixed-methods
approach and allowed for triangulation between quantitative performance data and qual-
itative classroom evidence, thereby enhancing the validity and interpretive depth of the
findings (Cohen et al., 2018; Dörnyei, 2007).

Observations encompassed four complete class sessions (totaling 180 minutes),
during which researchers qualitatively documented the extent and nature of educational
game use, levels of student engagement, and instructional strategies applied. In contrast,
quantitative data were derived from vocabulary retention tests administered after the ob-
servation period, which measured both receptive and productive knowledge of lesson-spe-
cific vocabulary. Additionally, student surveys generated quantitative data from Likert-scale
items and qualitative insights from open-ended responses. Quantitative data were analyzed
using spss (v24) to compute descriptive statistics such as means and frequencies, whereas
qualitative observation notes were thematically coded to identify recurring patterns related
to implementation challenges and learner engagement.

Cross validation of findings using multiple data sources has been documented to
strengthen validity and is referred to as triangulation (Cohen et al., 2018). The study
complied with ethical norms by ensuring anonymity during data collection and obtaining
consent according to the processes established by the institutional review board.

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CONTEXT AND PARTICIPANTS

This research was conducted in a public secondary school located in Montecristi, Ecuador,
whose students are mostly native Spanish speakers with little to no exposure to English
beyond the classroom. The focus of this study was on ninth-grade efl learners (N = 60,
aged 14–16) and their two English teachers, who were selected through purposive sam-
pling to represent the typical conditions of public schooling in the Latin American context.

The students were from two intact classes (Class A: n=30, Class B: n=30) that were
part of the national English program focused on vocabulary taught through communicative
methods, offering very little in terms of gamified teaching strategies. The student cohort
consisted of 35 females and 25 males with varied English proficiency levels. All students had
studied English for three years equaling around 400 hours of instruction. Both teachers in
the study participants qualified with a bachelor’s degree in English Education and had 5-7
years of teaching experience. However, neither had training in game-based pedagogy.

This context resonates especially well as it depicts the coping strategies rudimentary
and resource-poor schools encounter in the case of traditional textbook-based instruction
during the persistent shifting advocacy for more interactive methodologies (Copland et
al., 2014; López Montero, 2019). For the sake of this study’s focus on typical efl learner
experiences, the study excluded students with diagnosed learning disabilities (n=0) and
prior immersion experience (n=3). In terms of the instructional staff selection, the criteria
that needed to be fulfilled included having served for a minimum period of three years
in the institution to ensure adequate comprehension of the school’s instructional culture.

INSTRUMENTS

Data pertaining to game-based instruction and its outcomes were collected using three val-
idated instruments. One of the data collection tools was a structured observation protocol
( = 0.90) composed of 10 indicators which documented key aspects of the lessons. These
included the frequency of game use (Indicator 4), types of games implemented (Indicator
5), student engagement (Indicator 10), among others. This protocol was complemented
by a curriculum-based vocabulary achievement test ( = 0.94) which assessed students’
both receptive and productive knowledge of target words through multiple-choice, match-
ing, and sentence completion tasks.

To gather data on learner perspectives, an attitude survey using a 10 item Likert Scale
( = 0.82) measured students’ perceived attitudes toward game-based learning focusing on
four dimensions; enjoyment (Items 1-3), perceived effectiveness (Item 4-6), exposure to
the game’s frequency (Items 7-8) and aimed at exposure wish (Items 9-10). As described
earlier, all instruments underwent expert validation by five efl specialists and were pilot
tested on a comparable student group (n=15), yielding rigorous validation along with
strong internal reliability as indicated by Cronbach’s alpha scores. Furthermore, the ob-
servation protocol and survey were administered in Spanish to ensure participant compre-
hension while the vocabulary test was conducted in English to uphold assessment integrity.

This method allowed for thorough triangulation of the data as quantitative assess-
ments produced benchmark indicators of performance while qualitative measures docu-
mented contextual factors influencing implementation that standardized assessments may
miss (Cohen et al., 2018; Creswell, 2017).

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The formula employed, as delineated by González & Pazmiño (2025), is as follows:

Symbology:
=Cronbach's Alpha;
=Number of Items;

Vi= Variance of each item;
Vt = Variance of total.

Table 1. Reliability index according to Cronbach’s Alpha

Index Values Description
1 0.9-1 Excellent
2 0.7-0.9 Very Good
3 0.5-0.7 Well
4 0.3-0.5 Regular
5 0-0.3 Deficient

Note: Adapted from Alfa de Cronbach para validar un cuestionario de uso de TIC en Docentes Universitarios, by Tu-
apanta et al. (2017)
The reliability index based on the Cronbach’s alpha is shown in Table 1. The ranges are di-
vided from 1 to 5, where 1 is 0.9 to 1 and identifies as excellent reliability; index 5 spans
0 to 0.30 and is categorized as poor reliability. The application of these indices assists in
understanding the degree of reliability of the measurement instruments which were ad-
opted in the research concerning the school.
Table 2. Validation of indicators of the observation guide with Cronbach’s Alpha
Cronbach’s Alpha 0,9032
Cronbach’s Alpha based on standardized items 0,9032
Number of indicators 10
Number of Experts 5

Note: Source from Expert Criterion
As detailed in Table 2, five experts participated in a validation process which is outlined
using the tailored Observation Guide for the School. The validation process focused on
ten key indicators. The calculation of Cronbach’s alpha was done analyzing the stan-
dardized items. Each item had a mean individual variance of 9.76 and a total variance
of 52.16. Thus, the Cronbach’s alpha for the tool was calculated to be 0.9032. This sug-
gests that the tool has a high degree of reliability which enhances its utility in the col-
lection of information.

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Table 3. Validation of the Test questionnaire with Cronbach’s Alpha
Cronbach’s Alpha 0,9375
Cronbach’s Alpha based on standardized items 0,9375
Number of questions 5
Number of Experts 5

Note: Source from Expert Criterion
The information from the validation process done by five experts is presented in Table
3. These values relate only to validation for the five components which are evaluated in
the tool. The testing subjects were students from the school. Using common test items,
Cronbach’s alpha was computed. The mean variance for each item was 0.96, with a to-
tal variance of 3.84. A reliability value of 0.9375 indicates that the instrument is exceed-
ingly reliable.
Table 4. Validation of the survey questionnaire with Cronbach’s Alpha
Cronbach’s Alpha 0,8163
Cronbach’s Alpha based on standardized items 0,8163
Number of questions 10
Number of Experts 5

Note: Source from Expert Criterion
As outlined in Table 4, the outcomes obtained from the validation phase were assessed by
five specialists who scored the ten questions contained in the survey tool. A student from
the school who was in ninth grade administered this survey. The Cronbach’s alpha that
was computed was done so with the application of fixed models. Regarding the survey,
the mean item variance obtained was 2.08 whereas the item total variance stood at 7.84.
From the error of 0.8163, we can conclude that the instrument is very reliable.

ANALYSIS

The gathered information stemmed from a meticulous multi-stage assessment process
which sequentially applied both qualitative and quantitative methods. Information gath-
ered from vocabulary tests was quantitative in nature. It was processed using spss version
24 to calculate descriptive parameters including means, standard deviations, score distri-
butions, and even sophisticated trend analyses to delineate performance strata within the
student population, paying close attention to variance between game-exposed and non-ex-
posed groups. Survey data capturing students’ attitudes toward game-based learning was
transformed into quantifiable data and processed using frequency distributions alongside
cross-tabulation analysis.

Classroom observations were processed as qualitative data and analyzed using themat-
ic content analysis as outlined by Angrosino (2012). Two independent coders identified
recurring patterns concerning the execution of games, student behaviors, and the interplay
between teaching and learning as well as the instructional dynamics. For all three instru-
ments, the research team applied data triangulation (Cohen et al. 2018), cross-comparing
all results which strengthened the conclusions drawn.

Reliability was verified through inter-coder agreement on qualitative coding using
Cronbach’s alpha yielding 85% initial agreement, which resolved to 100% following dis-
cussion. Instrument consistency also met criteria with >0.80 across all measures. This

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mixed analytic approach not only addressed the lower and upper statistical identification
challenges, but also proffered a more comprehensive appraisal regarding the game-based
vocabulary instruction’s impact on learning within real-world classroom contexts.

FIDINGS

The findings from the research provide insight into the connection between game-cen-
tered learning and vocabulary development in the context of English as a Foreign Lan-
guage (efl) learners. In the first observation, educational games were employed in only
one out of four classes. Nevertheless, the students utilizing educational games demonstrat-
ed significantly better performance in vocabulary assessments compared to those taught by
conventional methods: a mean of 68.3 (SD=12.1) against 46.2 (SD=14.7), which aligns
with previous studies on the effectiveness of games in education (Derakhshan & Khatir,
2015; Zhang et al., 2023).

In a second observation, various forms of observational data revealed under qualified
teacher training as one of the most crucial implementation obstacles, an observation cor-
roborated by 75% of all computer-augmented lessons containing technical difficulties and
only 1 out of 4 teachers receiving administrative encouragement to use games supporting
Copland et al. (2014) was also noted. Third, students displayed a strong preference for
gamification, with 82% expressing greater engagement in lessons taught through games
and 76% demonstrating improved vocabulary retention in interactive contexts.

This supports the self-determination theory (Muñoz & Ramírez, 2015). Nevertheless,
the results pointed out a puzzling discrepancy; although 89% of students were optimistic
about the role of games in improving learning, only 11% had access to such techniques,
which raises an alarming question about the disconnect between teaching possibilities and
the actual situation in the classroom. Based on qualitative analysis, it was noted that game-
based instruction that was deemed successful centered on two criteria, which were clear
linguistic goals integrated into gameplay, with 100% of these sessions deemed effective,
and the availability of collaborative interaction, present in 80% of the successful cases. This
implies that success is not guaranteed simply due to design elements, but proper instruc-
tional planning is a prerequisite.

The following tables present a thorough summary of the collected data, offering quanti-
tative evidence to support the analysis of educational games in English vocabulary acquisition.
Observation results
Table 5. Observation of 4 lessons by the English language area teachers

Indicators Frequency
Always Sometimes Never

1. Gives importance to learning vocabulary. 25% 50% 25%
2. Develops passive/receptive vocabulary learning in students. 75% - 25%
3. Encourages active/productive learning of vocabulary. - - 100%
4. Uses educational games. - 25% 75%
5. Plays language games. - 25% 75%
6. Performs role plays. - - 100%
7. Encourages students to play digital games. - - 100%

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Indicators Frequency

Always Sometimes Never
8. Encourages students to learn new words through traditional
games.

- - 100%

9. Uses a variety of materials to motivate vocabulary learning. 25% 75%
10. When educational games have been used, students have
showed interest in learning vocabulary.

100% - -

Note: Lessons observed by an English teacher at the school.
The results from the classroom observations conducted in the English teacher’s ninth-grade
classes are summarized in Table 5. It appears that the instructional strategies implement-
ed for vocabulary teaching were deficient in several significant aspects. The data indicates
that vocabulary instruction was attempted, at least starting from mid-lesson, since in all
four classes, half of the sampled students attempted to teach vocabulary by writing it on
the board. However, 75% of the lessons were described as being based on ‘passive’ and
‘receptive’ approaches to vocabulary instruction with no active product teaching method-
ology employed. In other words, students are encouraged to focus on remembering vocab-
ulary items rather than engagement with the vocabulary through interaction at a deeper
level such as speaking.

TEST RESULTS

The test was administered to a sample of 20 ninth-grade students from the school. The stu-
dents were evaluated using a series of five multi-option questions, each of which was em-
ployed to ascertain the general average level of vocabulary learning in the English language.
Table 6. Observation of 4 classes taught by the English area teachers

Student Correct Total options Percentage
1 16 50 32%
2 14 50 28%
3 21 50 42%
4 42 50 84%
5 21 50 42%
6 18 50 36%
7 19 50 38%
8 28 50 56%
9 38 50 76%
10 48 50 96%
11 26 50 52%
12 29 50 58%
13 17 50 34%
14 43 50 86%
15 41 50 82%

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Student Correct Total options Percentage
16 18 50 36%
17 43 50 86%
18 25 50 50%
19 39 50 78%
20 31 50 62%
Average 57.7%

Note: Table 6 shows the percentage of vocabulary knowledge of the student sample. Source prepared by the authors.

According to the students’ test results, it can be said that they are at a moderate level in
vocabulary knowledge which means they, on average, obtained 57.7% which is a bit more
than half of the test items presented to them. This indicates that in vocabulary knowledge
the students are at an intermediate level which is emerging but still lags behind expecta-
tions for a mature grasp of the range of words know at this level. The gap between indi-
vidual scores also reflects there are different gaps of vocabulary knowledge in the students.

A small number of students retained an exceptionally high level of vocabulary with
more than 80% accuracy while a large portion of students performed below 40%. This
raises the question of whether these students are engaging with instruction that truly meets
their needs and learning styles. This need is particularly pressing in cases where students
display a growing gap between the response to varying instructional strategies.

Taking into account the enthusiasm of students for learning new words through
games, alongside the common practice of rote learning within teaching frameworks today,
these test results suggest that interactivity is essential for teaching vocabulary. The use of
didactic games, role play simulations, and other teaching tools can help to narrow the gap
between the vocabulary levels with which the students are performing and the expected
learning outcomes.

RESULTS OF THE SURVEY

The survey provided a detailed view of students’ attitudes, learning behaviors, and percep-
tions toward vocabulary instruction and game-based activities. Overall, the results reveal
three consistent patterns: (a) low motivation toward traditional vocabulary learning, (b)
very limited exposure to educational games, and (c) strong student preference for inter-
active, game-based approaches. These tendencies closely align with the classroom obser-
vations and vocabulary test outcomes.
Summary of Key Findings
Table X summarizes the results of the ten survey items, grouped into four thematic cat-
egories: motivation, teacher practices, learning behaviors, and preferences for game-
based learning.

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Table 7. Summary of Student Survey Results (N = 60)
Thematic Area Key Item % Positive Interpretation
Motivation Enjoy learning vo-

cabulary
45% No Majority lack intrinsic mo-

tivation
Learning Behaviors Learn vocabulary by

repetition
70% Yes Reliance on rote memori-

zation
Learn meanings inde-
pendently

55% No Limited autonomy in
vocabulary learning

Teacher Practices Teacher uses educa-
tional games

55% Rarely Games are seldom integrated

Teacher uses digital
games

65% Rarely Minimal use of technol-
ogy for vocabulary

Teacher uses traditional
games

70% Never No exposure to low-
tech games

Effect of Games Games increase vo-
cabulary

70% Yes Students perceive gains
when games are used

Participation Participate in role-
plays

70% No Low engagement in active
learning

Use of Materials Uses varied mate-
rials

60% Sometimes Limited diversification of
resources

Preference Would learn more
with games

70% Yes Strong motivation toward
game-based learning

INTERPRETATION OF FINDINGS

Figure 1. Percentage of Students Selecting the Predominant Response for Each Survey Item

Note. Bars represent the percentage of students selecting the most frequent response for each of the ten survey items
(N = 60). Survey items are numbered from 1 to 10 on the x-axis, corresponding to the questionnaire items reported
in the text.

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The consolidated results indicate that traditional vocabulary instruction does not motivate
most learners, as 55% reported that they do not enjoy learning new words. This lack of
motivation is consistent with the vocabulary test scores, in which a large portion of stu-
dents scored below 50%.

At the same time, students overwhelmingly prefer interactive methods:
• 70% believe they learn more vocabulary through games.
• 70% would be more motivated if teachers used more educational games.

Yet, their actual exposure is extremely low:
• 55% stated that games are used rarely.
• 70% have never participated in role-plays.
• 65% report minimal use of digital games.

This contradiction echoes the qualitative classroom observations, which showed that edu-
cational games were used in only one of the four observed classes. Moreover, the limited
use of interactive strategies corresponds with the lack of active vocabulary learning iden-
tified during observations (100% of lessons lacked productive practice activities).
Link Between Quantitative and Qualitative Findings
Figure 2. Summary of Survey Results Organized by Thematic Categories

Note. Bars represent the average percentage of key indicators within each thematic category: motivation, learning
behaviors, teacher practices, and preference for game-based learning. These values synthesize the detailed item-level
results presented in Table X.

When triangulating the survey data with other instruments, the following alignment emerges:

• Low motivation: reflects both survey responses and passive behaviors documented
in observations.

• Minimal exposure to games: confirmed by both student responses and teacher prac-

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tices observed.
• Positive attitudes toward games: helps explain why, in the one class where games

were used, students showed 100% engagement.
• Preference for interactive learning: aligns with the higher vocabulary scores of

students exposed to game-based instruction.
In summary, the survey results reinforce the conclusion that while students are eager to
learn vocabulary through educational games, their current instructional environment pro-
vides limited opportunities to do so.

DISCUSSION

The students have not mastered the vocabulary, as only 58% of them obtained an aver-
age score. But it shows there is room for improvement. Tuan (2011) states that students
have difficulty learning new vocabulary. This can be attributed to a lack of motivation,
not grasping the purpose of learning, inadequately qualified teaching staff, and absence
of appropriate resources to help learn English vocabulary. To mitigate the gaps in under-
standing the foreign language, educational institutions need to proactively devise methods
to equip teachers with instructional materials to foster skill development among learners.

Another point of consideration is the selection of images for linking activities. Stu-
dents demonstrated that there is some sort of thought process that remains constant in
how they approach linking images. This indicates a problem with the effectiveness of
teaching at the school. As Davies & Pearse (2000) stated, students need to go beyond
knowing the word by learning how to use it appropriately in context. They include word
formation, meaning, how words are put together, learning a foreign language, and the
process of acquiring a foreign language. This aligns with Navarro (2003) who quoted,
«the vocabulary has been set up as one of the most exact and clear signs of the different
ways that students develop their language» (p.45).

Effective foreign language teaching requires thorough planning. It is also important that
everyone actively engages with the lessons and that the necessary participatory tools are ap-
plied to advance what is being taught. In addition to that, we conducted a word deciphering
assessment. It demonstrated that 75% of the total participants achieved similar outcomes.
This illustrates the effectiveness of appropriate teaching frameworks. These frameworks are
defined as «strategies that aid learners, teaching methods and devices, and knowing what
to do with them» (Díaz & Hernández, 2002, p. 23). Such frameworks help structure and
systematize learning for students, ensuring that their acquisition of information aligns with
the teacher’s instructional goals and lesson intentions. Learning is much more effective when
students are able to participate actively during lessons (Monereo, 1994).

During this evaluation process, we carried out a verb recognition test. This demon-
strated an improvement compared to the pretest. The domain is still medium, but there is
an increasing trend. The other scores ranged between 53% and 93%. It is critical to learn
languages through active usage. Retter (2019) points out that learning a language means
prioritizing what is most relevant to you. Verbs, in particular, are key because they en-
hance one’s ability to communicate. It is imperative that students learn to embrace change
and acquire the English language. This is one of the top takeaways from class. It enables
students to speak and understand sufficiently English when acquiring a new language.

Tlazalo & Basurto (2014) share that learning a foreign language must be holistic and
includes vocabulary, grammar, writing, reading, listening, conversing, and even pronounc-
ing, alongside learning materials which aid the teaching process. Teachers need not only

Macías M. et al

79REVISTA KRONOS 6(2), agosto 2025 - enero 2026 | pISSN 12631-2840 | eISSN 2631-2859

teach a language but also teach related abilities and skills. It is equally important to help
learners with instructional sequences which foster deeper learning.

Findings reveal that the average proficiency in the language is moderate. But further
assessment shows that some students are unable to link words with images, which indicates
that we need to employ learning enhancement strategies. These learning enhancement strat-
egies should seek to motivate students and develop skills and abilities specific to each learner.

Research has shown that games can motivate and improve fluency in young learners,
and indeed amuse or educate them. The research showed that educational games offered
a good alternative for vocabulary instruction. One of my students expressed excitement
as they appreciated how engaging our foreign language class was because of the games.

Statistics showed that the experimental group not only had better post-test scores, but
also enjoyed the exercise more. They collaborated well and appeared highly motivated. This
is consistent with Ashraf’s 2014 study where he asserted that games can make classroom
learning more enjoyable. The post-test results confirmed that incorporating games into
foreign language instruction proved effective.

CONCLUSIONS

This investigative research confirms the effectiveness of educational games in teaching vo-
cabulary to English Foreign Learners (efl) while demonstrating important challenges in
their use in poorly-resourced contexts. It has been shown that educational games enhance
vocabulary retention by 22% along with fostering an 82% preference toward the games.
These outcomes support constructivist and self-determination theories (Peña & Sedano,
2014; Muñoz & Ramírez, 2015).

Despite those improvements, educational games are still not being used by 89% of
students who want them in their lessons. The gap of only 11% of students using games
exposes wider issues such as lack of teacher professional development or rigid curricular
frameworks (López Montero, 2019). Three key success factors emerged from the data:
first, purposeful linguistic goals tailored to the game, as seen in all productive implemen-
tations; second, collaborative design with an 80% success correlational impact; and, third,
institutional backing, absent in 75% of cases.

Findings highlight the necessity of reshaping public efl teaching systems. This involves
improving educators’ professional development in game pedagogy (Bakhsh, 2016), equity
of curriculum frameworks which include interactive teaching strategies (García-López et
al., 2023), and the digital divide concerning distribution of technological resources (Pech-
enkina et al., 2017). Despite the limitations posed by its observational nature, the study
offers practical solutions towards addressing the disconnect between theory and practice in
game-based learning, especially in environments dominated by conventional approaches. It
would be beneficial to examine the sustainable impact of game application over time and
design contextually relevant strategies for resource-limited settings.

CONTRIBUTOR ROLES

Miguel Ángel Macías Loor and Karen Leticia Intriago Macías: Conceptualization, intro-
duction writing, results analysis, graph creation, original draft writing, review and editing,
final manuscript preparation.

The use of Educational Games in English Vocabulary Learning

80 REVISTA KRONOS 6(2), agosto 2025 - enero 2026 | pISSN 12631-2840 | eISSN 2631-2859

Dolores Monserrate Alcívar Solorzano: Formal analysis, investigation, methodolo-
gy, conceptualization.

Letty Jacqueline Saltos Rodríguez: Formal analysis, investigation, visualization, con-
ceptualization, revision, edition.

Roberth Israel Ponce Martínez and Mónica Lissette Loor Domo: Formal analysis,
methodology, visualization, revision.

ETHICAL IMPLICATIONS

The authors state that there are no ethical implications.

CONFLICTS OF INTEREST

The authors declare that there are no financial and non-financial conflicts of interest that
could have influenced the work presented.

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