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The Effectiveness of Game-based Learning Strategies on Primary ESL Learners’ Vocabulary Learning

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The Effectiveness of Game-based Learning Strategies on
Primary ESL Learners’ Vocabulary Learning
Ngu Sze Ling, Azlina Abdul Aziz
To Link this Article: http://dx.doi.org/10.6007/IJARPED/v11-i2/13266 DOI:10.6007/IJARPED/v11-i2/13266
Received: 12 March 2022, Revised: 16 April 2022, Accepted: 30 April 2022
Published Online: 17 May 2022
In-Text Citation: (Ling & Abdul Aziz, 2022)
To Cite this Article: Ling, N. S., & Abdul Aziz, A. (2022). The Effectiveness of Game-based Learning Strategies on
Primary ESL Learners’ Vocabulary Learning. International Journal of Academic Research in Progressive
Education and Development. 11(2), 845 860.
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International Journal of Academic Research in Progressive Education and
Development
Vol. 11, No. 2, 2022, E-ISSN: 2226-6348 © 2022 HRMARS
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The Effectiveness of Game-based Learning
Strategies on Primary ESL Learners’ Vocabulary
Learning
Ngu Sze Ling, Azlina Abdul Aziz
Universiti Kebangsaan Malaysia
Email: p111759@siswa.ukm.edu.my, azlina1@ukm.edu.my
Abstract
Vocabulary is an essential component in learning English. This is the foundation for all other
skills, such as reading, listening, speaking and writing. Vocabulary is a crucial tool for primary
ESL learners who want to use English successfully. They cannot fully understand and
communicate their views and ideas if they lack vocabulary. Teaching vocabulary through
conventional chalk and talk is challenging. Nonetheless, past research has shown that
teaching vocabulary using traditional chalk and talk method is difficult. Pupils are
demotivated to learn and fail to remember the words learnt. As a result, games are widely
used in the classroom to teach vocabulary. Therefore, this paper presents a systematic
literature review on the effectiveness of game-based learning strategies on primary ESL
learners’ vocabulary learning. This paper aims to highlight the challenges faced by the pupils
in learning English vocabulary and their perceptions on the use of game-based learning
strategies in learning English vocabulary. This systematic literature review analysis used Khan
et al. (2003)’s five-phase reviewing process to examine 16 journal articles published between
2014 and 2022. The findings revealed that game-based learning strategies are beneficial and
practical in enhancing pupils’ English vocabulary learning. The challenges are limited learning
resources, problems in pronouncing and understanding meaning of English words, influence
of the pupils’ native language and lack of ongoing professional training among teachers. By
taking into account all of the challenges and benefits advanced. would contribute to
educators to incorporate educational games in the classroom to help pupils in vocabulary
learning.
Keywords: Challenges, English, Game-Based Learning Strategies, Primary ESL Learners,
Vocabulary
Introduction
In the 21st century, English has spread across the world as lingua franca (Fang, 2017)
and taken on a new role as a requirement of the globalising world. It is prominent for
everyone to learn the English language because of its domination in all parts of life. Non-
native speakers have commonly used English as a communication medium for persons who
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speak a variety of native languages. Thus, learning English is pivotal for Malaysian students
from an early age.
English is taught as a compulsory and core subject in Malaysia, where it is considered
a second language. As stated in Malaysian Education Blueprint 2013-2025 (Ministry of
Education, 2018), the significance of teaching English as a second language is greatly
emphasized and teachers must ensure that their pupils can communicate in English fluently
to remain globally competitive. A rich vocabulary knowledge might be asserted as the key for
effective communication (Argit et al., 2020). According to Elmahdi and Hezam (2020), second
language learners rely heavily on vocabulary knowledge as it plays an important role in
language use. Inadequate knowledge of vocabulary is one of the causes of failure of pupils in
educational institutions (Anil, 2011). Hence, English teachers play a crucial role in helping the
pupils to acquire sufficient vocabulary to comprehend.
In fact, primary ESL learners face several challenges in vocabulary learning. Myriads of
attempts have been made to aid the learners in overcoming the difficulties they face when
learning vocabulary. Difficulties in retaining new vocabulary, limited access to learning
resources and lack of interest and motivation due to drilling teaching strategies and rote
memorisation are the drawbacks of effective learning. Bakhsh (2016) highlighted that the use
of games to teach vocabulary has become increasingly vital for English language learners
because they retain excitement and interest in learning while also fostering courage and
creative use of the language. Jassim and Dzakiria (2019) asserted that children are able to
remember all the vocabulary without difficulty. Hence, the focus of this literature review will
be on the effectiveness of employing game-based learning strategies to help primary pupils
to learn vocabulary more efficiently.
Research Objectives and Research Questions
The main objective of this systematic review is to present to researchers a synthesis
of empirical evidence found in previous related studies on the teaching and learning of
vocabulary particularly on the challenges encountered by primary ESL pupils in learning
vocabulary and their perceptions on the use of game-based learning strategies in learning
vocabulary so that more intervention development and research can be done in this area. The
purpose of this research is to answer two research questions as follow:
1. What are the challenges faced by primary school pupils in learning English
vocabulary?
2. What are the pupils’ perceptions on the use of game-based learning strategies in
learning English vocabulary?
Literature Review
Teaching and Learning of Vocabulary
When learning a language, vocabulary knowledge is considered the foundation since
it allows people to create a mental dictionary in which words come out naturally when
articulating any notion (Buenano et al., 2022). Indriyani and Sugirin (2019) mentioned that
vocabulary is imperative to be acquired by the learners. It gives you a thorough
comprehension of what you’re reading and writing. It also allows pupils to be well-versed in
the target language if they have sufficient vocabulary. Yokubjonova (2020) affirmed that
without developing it, almost no one can achieve success in language learning. Therefore,
vocabulary learning is one of the prerequisites for language acquisition.
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Furthermore, in order to master a language, one must first master the fundamentals
of words and meaning. This is particularly important for young children who are learning their
first language. According to Cornwell (2017), children will frequently deduce speech sounds
with meanings from their experiences and environment during the early stages of language
learning. Children grow consciousness and knowledge of words they are learning as these
speech sounds and meanings evolve. Primary pupils benefit from learning vocabulary since it
allows them to recognise words and use them appropriately. Hence, in order to learn other
skills mainly listening, speaking, reading and writing, they must first develop their vocabulary.
Students will be better equipped to interpret and communicate language if they have
a wider repertoire of vocabulary. In accordance with that, vocabulary is the most important
aspect of language proficiency since it provides the foundation for how well learners can
listen, talk, read and write (Mashhadia and Jamalifar, 2015). As a result, primary pupils should
be given more emphasis on vocabulary study, as it is crucial in the acquisition of a second
language.
Game-based Learning Strategies in Teaching and Learning of Vocabulary
Educators have used games in the classroom for ages. A game should not be viewed
as a supplemental activity to fill in the gaps when the teacher and students have nothing else
to do. Hazar (2020) affirmed that games could be an effective way to engage pupils more in
the learning process. Traditional games such as chess, shogi and checkers had been
implemented way back in the days to teach strategic thinking, analytical skills, leadership skills
and sharpen concentration (Sousa and Rocha, 2019). Game-based learning strategy is a kind
of instructional activity, which incorporates games into teaching for educational purposes
(Zhang, 2018). It is to help and teach the pupils how to learn through repetition, failure and
goal achievement in a fun, meaningful and purposeful way. According to White and McCoy
(2019), most game-based learning strategies are compatible with education curricula as
learners are working towards a goal, selecting suitable learning activities and experiencing
the outcome of the learning actions. This offers an active learning environment in which
pupils can practice and learn effectively.
Ramadhaniarti (2016) affirmed that games are useful and effective tools that should
be used in vocabulary classes. There were various past studies conducted using game based
strategy. Lukas et al. (2020) conducted one of the important studies by introducing a card
game called “U-NO-ME”. Results from the study proved that by employing the “U-NO-ME''
game, pupils will be able to learn and retain new vocabulary quickly. Learners were also found
to be more motivated to learn new vocabulary. In addition, Razali et al (2017) conducted
another unique game-based learning vocabulary game. In their study, the learners were
exposed to a card game “GOT IT!” which stands for Group-oriented Thematic Interactive
Technique. The learners were found to be actively playing cards and spelling out the words as
learning vocabulary is conducted in an enjoyable and incidental manner. It is proven that
“GOT IT!” can be assertive of classroom teaching where it helps pupils to retain the words
learnt.
Apart from card games, digital games have become increasingly popular in the 21st
century. Digital games, based on Wu et al (2020), are games that are created and constructed
using computer technology and are played in variety ways, including digital board games,
video games, internet games and mobile games. Digital games are new ways to promote
literacy. Different sorts of digital games provide distinct types of language learning situation,
resulting in vocabulary acquisition and retention. Due to the pressure-free environment,
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greater attention and engagement, and the transition from incidental learning to incidental
self-directed learning, the use of digital games has a positive impact on vocabulary acquisition
and retention (Qasim, 2021). Games also have the power of engaging people in fun ways,
giving interaction and problem solving opportunities, enticing storylines among others while
promoting creativity and participation (Tebeweka, 2021). Hence, game-based learning
strategies can be used to enhance vocabulary learning among primary pupils.
Challenges in Teaching and Learning of Vocabulary
Bakhsh (2016) mentioned that vocabulary acts as the most basic component of English
language learning and it is a key element to learn any language. Vocabulary is a basic element
of language. One has to have sufficient vocabulary to communicate with others. Inevitably,
teaching vocabulary is not as easy as ABC. Although various teaching strategies have been
employed to aid primary pupils in learning vocabulary, it is a difficult challenge for English
language teachers to provide appropriate vocabulary to them (Yunus et al., 2020). Language
learners often complain that they forget new words soon (Elmahdi and Hezam, 2020). They
face difficulties in retaining the newly learned words in long-term memory and recall them at
will. This is because incidental vocabulary learning is limited due to a lack of second language
input, and most words are learned through classroom instruction (Elmahdi and Hezam, 2020).
As a result, pupils face difficulties in retaining the vocabulary learnt.
In addition, in Malaysia, teaching and learning of vocabulary in the English language
begins in Primary 1 and continues through Primary 6 (Ministry of Education, 2017). The main
source for teaching and learning vocabulary through different language skills of listening,
speaking, reading and writing has been the English language textbook (Chai and Yunus, 2020).
Uninteresting and dull learning activities and materials pose challenges in vocabulary
learning. English language textbooks and workbooks provided the government the main
source to teach and learn vocabulary especially the schools in rural areas (Chai and Yunus,
2020). Nevertheless, technology barriers also cause difficulties in integrating and
implementing Information and Communication Technology (ICT) into teaching and learning.
As technology has rooted its way into our day-to-day existence, education has been going
through changes from time to time in order to alter current learning situations and needs. In
this technological savvy era, learning resources are no longer confined to textbooks and they
are available in various forms like reference books, workbooks, worksheets, web-based
learning materials, computer-based learning materials and audio-visual aids. Learning is now
boundless with information at the tips of our fingers. Hence, the boring and dull learning
activities such as rote memorisation, drilling and conventional chalk-and-talk teaching
strategies are indeed a stumbling stone for the students to learn vocabulary. Memorising the
spelling without further applying the words in the later lessons would definitely give rise to
meaningless lessons. Materials like flashcards should no longer be the main teaching and
learning aids as these limited resources will definitely demotivate them from learning
vocabulary. Thus, students should be given chances to learn vocabulary in a fun, meaningful
and purposeful way that runs away from rote memorisation without practicing which will
diminish students’ interest to learn. Rachmawati (2018) further supported that various
strategies must be employed to teach and learn vocabularies effectively especially for primary
pupils.
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Methodology
16 papers related to game-based learning strategies in vocabulary learning and
challenges faced by the pupils in learning it throughout the last decade were gathered and
analysed. Articles from ERIC and Google Scholar were chosen for this systematic study. The
researcher applied the five steps proposed by Khan et al (2003) to conduct this systematic
review as shown in Figure 1. This strategy was employed in original research and could assist
researchers with difficult idea analysis, evaluation and synthesis (Khan et al., 2003).
Figure 1: Steps of Systematic Literature Review
Framing questions for a review
Identifying relevant work
Assessing the quality of studies
Summarizing the evidence
Interpreting the findings
Step 1: Framing Questions for a View
Vocabulary is the core element of English language learning. Hence, this paper is going
to examine the pupils’ perceptions and challenges on the use of game-based learning
strategies in vocabulary learning, published from 2014 to 2022. The research questions are as
follow:
1. What are the pupils’ perceptions on the use of game-based learning strategies in
learning English vocabulary?
2. What are the challenges faced by primary school pupils in learning English
vocabulary?
Step 2: Identifying Relevant Work
It is critical to do a thorough search incorporating multiple sources on the focused
topic. The articles chosen must meet the selection criteria for inclusion and exclusion. To
make it easier to compare sources, the search was limited to full-text publications and journal
articles (Baran, 2014). Google Scholar and ERIC were the databases employed by the
researchers as a complete data collection strategy in this article. The researcher utilised
phrases such as game-based learning in learning vocabulary, effectiveness of game-based
learning and challenges faced in vocabulary learning to find relevant papers. Apart from that,
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numerous parameters were used during the search including “open access”, “articles only”,
and “publications from 2018 to 2022”. If the researcher comes across an article that is very
relevant to the focus of the study, the researcher clicks “similar articles” to find more.
Step 3: Assessing the Quality of Studies
To ensure the validity of this systematic review, the researcher must be meticulous in
the selection of articles. When researchers are looking for appropriate papers, the inclusion
and exclusion criteria serve as a guide. Both inclusion and exclusion criteria must be included
in a solid study methodology. There are a total of 6 significant features for both inclusion and
exclusion criteria while looking for appropriate publications that could answer the study
objectives.
Table 1
Inclusion and exclusion criteria
Exclusion criteria
Learning English without game-based
learning strategy
No data collection or findings
Samples from the same countries and levels
The studies perceive learning vocabulary not
using game-based learning strategy
No challenges in vocabulary learning
The articles were not published between
2014-2022
Step 4: Summarising the evidence
Google Scholar and the ERIC database both have all of the necessary papers. With the
keywords "pupils’ perceptions on the use of game-based strategies in vocabulary learning”
and "challenges faced in vocabulary learning" Google Scholar and ERIC discovered a total of
1100 articles. Following the researcher's selection and sorting of articles based on the
inclusion and exclusion criteria, and ultimately 16 articles that were chosen to be included in
this work. The relevant data was then tabulated.
Step 5: Interpreting the findings
Finally, the researcher interpreted and analysed the data. After the screening process,
16 papers are selected to address pupils’ perceptions on the use of game-based learning
strategies in learning English vocabulary and challenges faced by pupils in learning it from
2014 to 2022. All the selected articles are analysed and tabulated as shown in Table 2 and
Table 3.
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Results
Sixteen studies reported on the challenges faced by primary ESL pupils in learning
vocabulary and their perceptions on the use of game-based learning strategies in English
vocabulary learning from the year 2014 to 2022 had been identified as shown in Table 2 and
Table 3.
Table 2
Challenges faced by primary ESL pupils in learning English vocabulary
Author &
Year
Research objective
Methodology
Findings
Susanto
(2021)
To investigate the
students’
troubles in
learning English
vocabulary
Analytical
research
Students struggle with
pronouncing words, writing and
spelling them correctly, and using
them in grammatical patterns.
Kovács &
Gábor
(2021).
To identify the
challenges that
have arisen in
motivating
learners to
develop their
English
vocabulary in the
twenty-first
century
Mixed method
research
Questionnaire
Learners' motivation and interest
in learning vocabulary is greatly
dependent on the motivation
strategies employed by the
teacher.
Implementing technology to teach
vocabulary is the biggest
challenge for teachers.
Students struggle with
pronouncing words and
understanding their definitions, as
well as acquiring synonyms and
antonyms.
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Elmahdi &
Hezam
(2020)
To investigate the
challenges for
methods of
teaching English
vocabulary to
non-native
students
Qualitative
research
Record keeping
method
Language learners frequently
lament the fact that they forget
new words quickly.
Students are waiting for their
teachers to translate words into
their native language.
Lack of multimedia project
teaching and learning system, the
absence of English language Clubs
financial constraints are the
challenges in acquiring English
vocabulary.
Lack of ongoing professional
training on teaching methodology
among teachers has a significant
impact on the teaching of English
vocabulary
Chai & Yunus
(2020)
To identify the
challenges
encountered by
primary pupils in
learning
vocabulary.
To identify the
benefits of using
game-based
learning
strategies in
enhancing
primary pupils’
vocabulary
learning.
Literature Review
Limited knowledge in vocabulary
Textbooks as the main source has
demotivated the pupils to
remember the vocabulary
learned.
The use of drilling methods failed
to arouse pupils’ interest to learn
vocabulary.
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Rohmatillah
(2014)
To find out kinds
and factors of
students’
difficulties in
learning
vocabulary
Qualitative
research
Interview &
questionnaire
Random sampling
36 respondents
Learners faced problems in
pronouncing the words (written
form is different from the spoken
form)
Incorrect pronunciation of words
due to lack of similarity between
English and pupils’ native
language
The quantity of words that pupils
must learn is astronomically vast
Limited sources of information
about words
The complexity of word
knowledge
Lack of understanding of
grammatical of words
Table 3
Pupils’ perceptions on the use of game-based learning strategies in learning vocabulary
Author &
Year
Research objectives
Methodology
Findings
Chai & Yunus
(2021)
To enhance the
vocabulary skills
among the young
learners
To encourage the
young learners to
learn vocabularies
Action Research
Survey
questionnaire
Observation
checklist
24 Primary 1 pupils
Both teacher and pupils give
positive feedback on the use
of games on in enhancing
vocabulary retention,
promoting interest,
motivation and more pupils’
autonomy in learning new
and unfamiliar vocabulary
Hazar (2020)
To determine the
role of digits games
on enhancing
English vocabulary
To compare games
with pen and paper
practices
Quantitative
research
Pre-test-post-test
experimental-
control group
design
Pre-test and post-
test
37 pupils (18 boys
and 19 girls)
The learners and teachers
believed that the use of
digital games in teaching
English vocabulary is much
more successful than the use
of traditional methods.
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Chai et al
(2020)
To enhance and
encourage pupils to
learn vocabulary
Quasi-
experimental
Pre-test, post-test
and survey
questionnaire
Purposive
sampling (40
Primary 4 pupils
from four rural
schools in
Sarawak)
The pupils provide positive
feedback to the use of game-
based learning strategies in
learning new vocabularies.
The teachers show a positive
view on the use of games in
enhancing vocabulary
learning and promoting
pupils’ autonomy, interest
and motivation in vocabulary
learning.
Benoit
(2017)
To investigate
whether game-
based learning or a
traditional method
of learning
academic
vocabulary is more
effective English
language learners
To determine if
there is any
statistical difference
in scores based on
gender
Quasi-
experimental
ACCESS & Measure
of Academic
Vocabulary (MAV)
60 middle school
ESOL students in
Northwest Georgia
No statistically significant
difference between game-
based learning and
traditional learning methods
of academic vocabulary
No statistically significant
difference in scores based on
gender
Game-based learning was as
effective as learning with
traditional strategies
Shabaneh &
Farrah
(2019)
To figure out the
efficiency of using
games inside
classrooms
Quantitative
Pre-tests, post-
tests and class
observation
20 randomly
chosen students
(1o males and 10
females)
Pupils are found to be more
actively involved during the
lesson when games are used
in the classroom.
Games inside the classroom
have a positive effect on
students’ vocabulary
performance.
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Argit,
Demirel &
Köksal
(2020)
To find out whether
there is a difference
between 4th grades
and the 7th grades
in terms of teaching
vocabulary through
games
Quantitative
research
Pre-tests, post-
tests, course
books, workbooks,
games and
worksheets
115 students (52
primary schools
students and 63
secondary school
students)
Instructing through games
was found to be more
efficient than teaching
through the current
curriculum method for 4th
graders.
No significant difference
between the experimental
and control groups for 7th
graders.
Lukas et al
(2020)
To unveil the
potential of U-NO-
ME card game as an
educational game in
enhancing Primary
One pupils’
vocabulary
acquisition
Quasi-
experimental
research
Pre-test, post-test
and questionnaire
52 Primary One
pupils from 4
different schools in
Sarawak
Students have a positive
attitude towards card game
in vocabulary acquisition.
The use of card games
provide active and
meaningful English
vocabulary learning for
primary ESL classroom
Card games enhance pupils’
memory retention in learning
new vocabulary.
Ngu, Die &
Yunus (2021)
To strengthen
pupils’ retention of
vocabulary and
motivate them to
learn vocabulary in a
fun way
Pre-test, post-tests
, observation
checklist and
survey
questionnaire
Pupils prefer learning
vocabulary through games
rather than rote
memorisation.
Pupils had positive
experience in learning and
retaining vocabulary through
game (VOCA-ME).
Wu, Zhang &
Wang (2020)
To investigate the
impact of English
vocabulary learning
through digital
games
Meta-analysis
Digital games have a
significant positive impact on
English vocabulary learning.
Self-learning based game-
aided teaching methods can
better promote learning.
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Wulanjani
(2016)
To examine the use
of games as one of
the strategies in
learning vocabulary
for young learners
Literature review
Students found learning
through games is fun and
relaxing.
Games motivate the pupils to
participate actively in
learning activities.
Games provide platform for
pupils to communicate and
interact
A variety of games that caters
to pupils’ different learning
styles and preferences and
time allocation are very much
needed to enhance
vocabulary learning
Derakhshan
& Khatir
(2015)
To review the
impacts of
employing games in
an English as a
foreign language or
English as a second
language
environment on
enhancing
vocabulary learning
To guide teachers
and students
towards a better
understanding of
vocabularies
through educational
games
Literature Review
Vocabulary games enable the
pupils to use language more
communicatively.
Games bring fun for learners.
Games motivate and improve
learners’ confidence in
learning vocabulary
The researcher agreed that
pupils became more
successful in learning new
words using games compared
to traditional methods.
Discussion
Challenges Faced by Primary ESL Pupils in Learning English Vocabulary
Undeniably, learning vocabulary is challenging. Learners often forget new vocabulary quickly
(Elmahdi & Hezam, 2020) especially when a dull and boring drilling method is used to teach
vocabulary as it failed to arouse pupils’ interest to learn and remember the vocabulary. (Chai
and Yunus 2020). Pupils Limited learning resources also caused the pupils to have low
repertoire of vocabulary (Rohmatillah 2014) as textbooks are the main source that has
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demotivated the pupils’ to retain the vocabulary learned (Chai and Yunus, 2020). Besides,
problems in pronouncing and understanding the meaning of English words, lack of
understanding of grammatical words and the complexity of word knowledge make learning
vocabulary difficult (Susanto, 2021; Kovács & Gábor, 2021). Apart from that, the influence of
the pupils’ native language also affects vocabulary learning (Rohmatillah, 2014). Incorrect
pronunciation of words due to lack of similarity between English and pupils’ native language
make it hard for pupils to learn vocabulary. In addition, lack of ongoing professional training
on teaching methodology among teachers has a significant impact on the teaching of English
vocabulary (Elmahdi & Hezam, 2020). When teachers have problems in choosing suitable
teaching methodology, they fail to arouse pupils’ interest to learn as learners' motivation and
interest in learning vocabulary is greatly dependent on the strategies employed by the
teacher (Kovács & Gábor, 2021).
Pupils’ Perceptions on the use of Game-based Learning Strategies in Learning English
Vocabulary
Previous research has focused on learners’ perceptions of using game-based learning
strategies to learn English vocabulary and the challenges in learning it. The results of the
systematic research demonstrate that the majority of pupils agreed that using game-based
learning strategies to learn English vocabulary is beneficial (Chai and Yunus, 2021; Hazar,
2020; Shabaneh and Farah, 2019). Using games to teach vocabulary has created a better
platform for learners to enjoy learning English vocabulary in a fun and relaxing classroom
environment (Derakhshan and Khatir, 2015) and to communicate and interact with their
peers (Wulanjani, 2016). Game-based learning strategies also promote interest, motivation,
confidence and more pupils’ autonomy in learning new and unfamiliar vocabulary without
fully dependent on teachers’ input and guidance (Lukas et al., 2020). Game-based learning
strategies are believed to enhance vocabulary learning and retention compared to
conventional rote memorisation (Chai et al., 2020; Ngu et al., 2021; Argit et al., 2020).
Implications
The research findings and discussion showed positive and convincing outcomes on the
effectiveness of game-based learning strategies in enhancing pupils’ vocabulary learning. It
also helps to arouse pupils’ interest and motivation to learn English vocabulary as well as
participate actively in vocabulary learning. Therefore, English teachers should be more
positive in utilising game-based learning strategies as one of the alternatives in teaching and
learning of English vocabulary in order to cater to different types of learners: auditory
learners, visual learners and kinaesthetic learners. By doing so, pupils can get involved in the
lesson actively and be independent learners.
Apart from that, teachers should also be more aware of the challenges faced by the
pupils in English vocabulary learning. This is to help the teachers to support their pupils’
acquisition of a growing vocabulary by choosing the effective strategies to conduct the lesson
to make learning English vocabulary fun, meaningful and purposeful.
Conclusion
Vocabulary acquisition is typically regarded to be tiresome and difficult, especially for
young learners. As a result, it is critical to use proper and appropriate approaches for teaching
and learning of vocabulary in order to facilitate learners’ knowledge acquisition. The use of
game-based learning strategies has recently prompted academics all around the world to
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investigate which would be the greatest fit for their specific conditions or learners. As a result,
incorporating game-based learning strategies into vocabulary learning will undoubtedly have
a significant impact on vocabulary learning and acquisition among pupils. The efficacy of
game-based learning strategies is clearly demonstrated in this literature review. Most of the
students agreed to the usefulness and effectiveness of game-based learning strategies in
vocabulary learning. They engage actively in learning vocabulary and have confidence in
communicating and interacting with their peers while playing the games. The pupils enjoy
learning vocabulary with games.
In addition, the challenges faced by the pupils in learning vocabulary were also
identified. It is undeniably vital to recognise the difficulties that primary pupils face when
learning vocabulary. English language teachers will be able to determine the most appropriate
teaching strategies to utilise in teaching and learning of vocabulary by understanding the
obstacles experienced by primary pupils in vocabulary learning. Thus, teachers should be
aware of the effectiveness of game-based learning strategies to improve primary pupils'
vocabulary development to better conduct the lesson. In a nutshell, based on past research,
English language teachers could use game-based learning strategies to help primary pupils
overcome problems in learning vocabulary more efficiently and to enhance vocabulary
retention.
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