The use of Educational Games in English Vocabulary Learning
DOI:
https://doi.org/10.29166/kronos.v6i2.8538Keywords:
game-based learning, vocabulary acquisition, EFL pedagogy, student engagement, secondary educationAbstract
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.
Downloads
References
Ahmed, A. A. A., Ampry, E. S., Komariah, A., Hassan, I., Thahir, I., Hussein Ali, M., & Zafarani, P. (2022). Investigating the effect of using game-based learning on EFL learners’ motivation and anxiety. Education Research International, 1–9. https://doi.org/10.1155/2022/6503139
Al-Bulushi, A. H., & Al-Issa, A. S. (2017). Playing with the language: Investigating the role of communicative games in an Arab language teaching system. International Journal of Instruction, 10(2), 179-198. https://doi.org/10.12973/iji.2017.10212a
Anastasiadis, T., Lampropoulos, G., & Siakas, K. (2018). Digital game-based learning and serious games in education. Journal International of Advances in Scientific Research and Engineering, 4 (12), 139-144. https://doi.org/10.31695/IJASRE.2018.33016
Anggraini, A. (2021). Teaching English vocabulary for young learners using electronic word gueesing game. Journal Voices of English Language Education Society, 5(2), 206-214. https://doi.org/10.29408/veles.v5i2.3873
Angrosino, M. (2012). Doing ethnographic and observational research. SAGE Publications.
Ashraf, H., Motlagh, F., & Salami, M. (2014). The impact of online games on learning English vocabulary by Iranian (Low-intermediate) EFL learners. Journal Procedia- Social and Behavioral Sciences 98, 286-291. https://doi.org/10.1016/j.sbspro.2014.03.418
Bakhsh, S. (2016). Using games as a tool in teaching vocabulary to young learners. Journal English Language Teaching; 9(7), 120-128. https://doi.org/10.5539/elt.v9n7p120
Çakır, A., & Güngör, M.N. (2017). Pre-service teachers‟ Evaluations of practices in teaching English to young learners in terms of 21st century teacher qualifications. Journal of Language and Linguistic Studies, 13(1), 244–259.
Cohen, L., Manion, L., & Morrison, K. (2018). Research Methods in Education. London: Routledge.
Copland, F., Garton, S., & Burns, A. (2014). Challenges in teaching English to young learners: Global perspectives and local realities. TESOL Quarterly, 48(4), 738–762. https://doi.org/10.1002/tesq.148
Cornillie, F., Thorne, S. L., & Desmet, P. (2012). ReCALL special issue: Digital games for language learning: Challenges and opportunities. ReCALL, 24(3), 243–256. https://doi.org/10.1017/S0958344012000134
Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approache (5th ed.). SAGE Publications.
Csikszentmihalyi, M. (1990). Flow: the psychology of optimal experience. New York: Harper & Row.
Daddow, A., Cronshaw, D., Daddow, N., & Sandy, R. (2019). Hopeful cross-cultural encounters to support student well-being and graduate attributes in higher education. Journal of Studies in International Education, 24(4), 474-490. https://doi.org/10.1177/1028315319861362
Davies, D., & Pearse, E. (2000). Success in English Teaching. Oxford University Press.
Derakhshan, A., & Khatir, E. (2015). The effects of using games on English vocabulary learning. Journal of Applied Linguistics and Language Research: 2(3), 39-47. http://www.jallr.com/index.php/JALLR/article/view/40
Díaz, F., & Hernández, G. (2002). Teaching strategies for meaningful learning. A constructivist interpretation. McGraw-Hill.
García-López, I. M., Acosta-Gonzaga, E., & Ruiz-Ledesma, E. F. (2023). Investigating the impact of gamification on student motivation, engagement, and performance. Education Sciences, 13(8), 813. https://doi.org/10.3390/educsci13080813
González, J., and Pazmiño, M. (2015). Cálculo e interpretación del alfa de Cronbach para el caso de validación de la consistencia interna de un cuestionario, con dos posibles escalas tipo Likert. Revista Publicando, 2(1), pp. 62-77. ISSN 1390-9304.
Guevara, D. C., & Ordoñez, C. L. (2012). Teaching english to very young learners through authentic communicative performances. Colombian Applied Linguistics Journal, 14(2), 9–23. https://doi.org/10.14483/udistrital.jour.calj.2012.2.a01
Keuleers, E., Stevens, M., Mandera, P., & Brysbaert, M. (2015). Word knowledge in the crowd: Measuring vocabulary size and word prevalence in a massive online experiment. Journal Quarterly of Experimental Psychology, 68(8), 1665-1692. https://doi.org/10.1080/17470218.2015.1022560
Kiili, K. (2005). Content creation challenges and flow experience in educational games: The IT-Emperor case. Internet and Higher Education, 8(3), 183-198. Elsevier Ltd. Retrieved July 5, 2025 from https://www.learntechlib.org/p/102564/.
Lesia, E. S., Petrus, I., & Eryansyah, E. (2022). Teaching English for young learners in elementary school: Perceptions and strategies. International Journal of Elementary Education, 6(1), 142–148. https://doi.org/10.23887/ijee.v6i1.42013
López Montero, R. (2019). Enseñanza del inglés a nivel preescolar en un contexto de educación pública. Revista Educación, 44(1), 31–48. https://www.redalyc.org/articulo.oa?id=44060092013
Lucas, C. M. P. C. (2022). Teaching English to young learners: second language acquisition or foreign language learning? - A case study. World Journal of English Language, 12(1), 50-73. https://doi.org/10.5430/WJEL.V12N1P50
Mayer, RE (2009). Aprendizaje multimedia (2.ª ed.). Cambridge University Press. https://doi.org/10.1017/CBO9780511811678
Monereo, C. (1994). Teaching and learning strategies. Teacher training and school application. Grao.
Moskovsky, C., Alrabai, F., Paolini, S., & Ratcheva, S. (2013). The effects of teachers’ motivational strategies on learners’ motivation: A controlled investigation of second language acquisition. Language learning, 63(1), 34-62. https://doi.org/10.1111/j.1467-9922.2012.00717.x
Muñoz, A., & Ramirez, M. (2015). Teachers’ conceptions of motivation and motivating practices in second-language learning: A self-determination theory perspective. Theory and Research in Education, 13(2), 198-220. https://doi.org/10.1177/1477878515593885
Navarro, M. (2003). Acquisition of language. The principle of communication. Cauce Magazine, 26, 321-347. https://dialnet.unirioja.es/servlet/articulo?codigo=1086886
Pechenkina, E., Laurence, D., Oates, G., Eldridge, D., & Hunter, D. (2017). Using a gamified mobile app to increase student engagement, retention and academic achievement. International Journal of Educational Technology in Higher Education, 14(1), 1-12. https://doi.org/10.1186/s41239-017-0069-7
Peña, M., & Sedano, M. (2014). Educational Games for Learning. Universal Journal of Educational Research 2(3), 230-238. https://doi.org/10.13189/ujer.2014.020305
Plass, J. L., Homer, B. D., Mayer, R. E., & Kinzer, C. K. (2020). Theoretical foundations of game-based and playful learning. In J. L. Plass, R. E. Mayer, & B. D. Homer (Eds.), Handbook of game-based learning (pp. 3–24). The MIT Press.
Reinhardt, J. (2019). Gameful second and foreign language teaching and learning. Cham, Switzerland: Palgrave Macmillan.
Retter, S. (2019). The 100 Most Used English Verbs with 1800 Phrase Examples: Past, Present and Future. Fast Track Learning. Independently published.
Ryan, R. & Deci, E. L. (2000). La teoría de la autodeterminación y la facilitación de la motivación intrínseca, el desarrollo social, y el bienestar. American Psychologist, 55(1), 68-78. https://psycnet.apa.org/doi/10.1037/0003-066X.55.1.68
Ryan, R. M., & Rigby, C. S. (2020). Motivational foundations of game-based learning. In J. L. Plass, R. E. Mayer, & B. D. Homer (Eds.), Handbook of game-based learning (pp. 153–176). The MIT Press.
Susanto, A. (2017). The Teaching of Vocabulary: A Perspective. Journal Kata. 1(2), 182-191. https://scispace.com/papers/the-teaching-of-vocabulary-a-perspective-3ttsc1tb74
Tlazalo, A., & Basurto, N. (2014). Pronunciation instruction and students' practice to develop their confidence in EFL oral skills. Journal Profile: Issues in Teacher professional development, 16(2), 151-170. https://doi.org/10.15446/profile.v16n2.46146
Tuan, L. T. (2011). An Empirical Research on Self-learning Vocabulary. Theory & Practice in Language Studies, 1(12), 1688- 1695. doi:10.4304/tpls.1.12.1688-1695
Tuapanta Dacto, J. V., Duque Vaca, M. A., & Mena Reinoso, A. P. (2017). Alfa de Cronbach para validar un cuestionario de uso de TIC en docentes universitarios. Revista mktDescubre 10 (12), 37-48. https://core.ac.uk/reader/234578641
Vygotsky, L. S. (1978). Mind and society: The development of higher psychological processes. Harvard University Press
Zhang, R., Zou, D., & Cheng, G. (2023). Learner engagement in digital game-based vocabulary learning and its effects on EFL vocabulary development. System, 119, 103173. https://doi.org/10.1016/j.system.2023.103173
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Miguel Ángel Macías Loor, Karen Leticia Intriago Macías , Dolores Monserrate Alcívar Solorzano, Letty Jacqueline Saltos Rodríguez, Roberth Israel Ponce Martínez , Mónica Lissette Loor Domo
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
