WORDWALL-SUPPORTED GAME-BASED LEARNING AND EFL VOCABULARY ACHIEVEMENT IN JUNIOR HIGH SCHOOL

Abstract

Vocabulary is a foundation of foreign language learning, but junior high school students often find vocabulary instruction based on explanation, memorisation and written exercises monotonous. This study examined whether game-based learning (GBL) delivered through the Wordwall platform was associated with higher English vocabulary achievement than lecture-based instruction among seventh-grade students at a public junior high school in Makassar, Indonesia. A quasi-experimental non-equivalent control group design was used with two intact classes: 35 students received six sessions of Wordwall-supported GBL (flashcards, open-the-box and matching activities), and 34 students received lecture-based instruction on the same vocabulary topics. Vocabulary was measured with a 50-item multiple-choice test before and after instruction. The classes were not equivalent at baseline: the control class scored higher on the pre-test (M = 68.82 vs 64.06; t(67) = −2.74, p = .008). After instruction, the GBL class scored higher (M = 90.40 vs 80.97; t(67) = 8.15, p < .001, d = 1.96), and an analysis of covariance controlling for pre-test scores [[confirmed the difference, F(1, 66) = x.xx, p < .001, partial η² = .xx]]. The results suggest that Wordwall-supported GBL, combined with teacher explanation and feedback, can support vocabulary learning, but the non-random intact classes, identical test forms and a possible ceiling effect call for cautious interpretation.