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Acquiring vocabulary plays a crucial role in learning English as a foreign language (EFL), as it forms the foundation for mastering the four main skills of writing, reading, speaking, and listening (Girmen & Kaya, 2019). Vocabulary knowledge enhances communication skills and serves as a core component of achieving language competence, through mastery of new words (Dhaifi et al., 2020). Learning vocabulary in EFL classrooms, therefore, requires an interactive environment that enables learners to acquire and practice new words. Traditional methods that focus on teacher-centered instruction may not promote active learning, which in turn may result in passive learners.
Technological platforms can facilitate active classrooms, helping create an effective environment for vocabulary learning. Utilizing appropriate platforms in EFL classrooms can help learners acquire vocabulary in a supportive, appealing manner. The adoption of modern educational technology through digital games is a recent phenomenon in digital game-based learning (DGBL). Gamification can create an engaging atmosphere that enhances learners’ experiences. Technological tools, such as iPhones and iPads, can provide games for practice, thereby supporting EFL teachers and learners in the classroom.
According to Phong (2020), incorporating game-based learning into EFL instruction is essential, as it is regarded as effective technological pedagogy in language classrooms. Phong reported that integrating gamification into EFL is highly effective, significantly increasing learners’ motivation and reducing anxiety. Additionally, Abidah et al. (2023) stated that gamification effectively captures students’ attention and improves their vocabulary acquisition in contemporary settings. They recommended that EFL instructors establish a connection between content knowledge and the gamification tools they employ. Consequently, utilizing game-based learning could benefit EFL learners in practicing their language skills.
Hasram et al. (2021) noted that rapid advancement in technology has led to widespread adoption of gamification. Gamification through mobile phones facilitates interactive learning; many teachers employ mobile applications as supplemental materials, as many students have their own cell phones. Hasram et al. (2021) highlighted that prior studies on using games in EFL vocabulary instruction have demonstrated their efficacy; employing games was shown to enhance student thinking skills and positively influence their desire to learn, reflecting their intrinsic motivation.
When teaching and learning vocabulary, DGBL encourages students to master the material through platforms like Wordwall, which offers games such as multiple-choice, fill-in-the-blank, and matching activities, while also increasing motivation and attention (Abidah et al., 2023; Safitri et al., 2022). Wordwall, as a gamification platform, assists learners in practicing vocabulary, making it an essential tool for EFL instruction. Such applications support vocabulary learning and help students remain motivated and engaged in their studies (Phuong, 2020). Primary school students often struggle with vocabulary comprehension, leading to a lack of reading skills (Wang & Yamat, 2019). Traditional teaching methods may not be as engaging as technological approaches, so can be ineffective if students lack the motivation to learn (Sidek & Rahim, 2015). Consequently, EFL teachers require new, effective methods to enhance student motivation and to help mitigate weaknesses in vocabulary comprehension (Mohamad et al., 2018). Students’ writing and listening abilities can only improve when they acquire and retain new vocabulary. The online game Wordwall has been shown to increase student interest in language learning, helping them to become active learners. It enhances word retention and expands vocabulary, by matching words to pictures in a gamified manner to increase learner interest (Hasram et al., 2021).