Effects of games on elementary level EFL learners' vocabulary acquisition and perceptions

Abstract

This mixed-method study, comprising a quasi-experiment and a semi-structured interview, aimed to determine the effects of language games on the vocabulary acquisition and perceptions of elementary-level EFL learners at two language training centers in Gaza, Palestine. The design was sequential explanatory where the quantitative component was conducted first followed by the qualitative component. The subjects of the quasi-experiment were 80 EFL learners who were divided into four groups: two treatment and two control. Over a period of four weeks, the treatment groups were taught a set of new English vocabulary in four lessons that utilized educational games, while the control groups were taught the same vocabulary using traditional vocabulary learning methods. For the qualitative part, semi-structured individual interviews were conducted with seven EFL learners from the treatment groups to explore their perception towards using games in learning vocabulary. Descriptive statistics and two-way ANOVA test were used to analyze the experimental data, while the interview data were analyzed thematically. The overall results indicated that using educational games was effective in enhancing EFL learners’ English vocabulary where the treatment groups exhibited a significantly higher increase in all mean scores between sessions. Meanwhile, the interview findings indicated that the learners had a positive perception towards the use of language games for learning vocabulary, believing that they would learn more if they were given extra time for each game activity. The study recommends that similar research be conducted in the future at public educational institutions in Palestine.