Effects of Wordscapes on the Spelling Proficiency of Grade 10 EFL Students: A Quasi-Experimental Study

Abstract

The research examined how effective Wordscapes was as a mobile application for improving spelling skills in Grade 10 students who studied English as a foreign language. The study used a mixed-methods approach through a quasi-experimental design that involved pretest and posttest assessments of two groups which included 49 selected students who were divided into an experimental group of 21 participants and a control group of 28 participants. During the four-week period, the experimental group spent 20 minutes each day using Wordscapes while the control group performed traditional text-based exercises that used standard Self-Learning Modules (SLMs). The validated 20-item spelling test showed that both groups improved their performance but the experimental group achieved a higher mean gain of 5.38 points which surpassed the control group who achieved 2.00 points. The statistical analysis through independent samples t-tests demonstrated that the gamified intervention delivered superior results to the control group which achieved statistical significance at level p<.05 while also producing a large effect according to Cohen’s d value of 1.28. The qualitative content analysis of student feedback showed that 77% of students experienced enjoyment which demonstrated that digital game-based learning created a Flow state that helped students maintain high levels of engagement and motivation. The findings show that Wordscapes functions as an effective additional resource for vocabulary teaching but the researcher needs to investigate how students maintain their spelling improvement over time and how their motivation shifts from external rewards to internal drive.