Digital game-based vocabulary learning: The impact of Wordwall on vocabulary development and classroom engagement

Abstract

English language learners continue to find developing vocabulary a challenging process, especially in settings where there are few chances to practice English outside the classroom. To meet this challenge, the present study investigated the use of Wordwall digital games as an alternative to traditional vocabulary instruction. The research was conducted at Al-Hussien Secondary School for Girls and included 44 students divided into an experimental group taught vocabulary items via Wordwall and a control group taught through conventional instruction. The study adopted a quasi-experimental framework. A vocabulary test was given before and after an eight-week intervention. Classroom engagement was evaluated via a structured checklist. Statistically significant differences were established between the control and experimental groups with respect to vocabulary development and classroom behavioral engagement. After controlling for pre-intervention engagement scores, students in the experimental group showed significantly better classroom engagement than the control group. Wordwall teaching improved vocabulary development and classroom engagement. The interactive aspect of Wordwall activities appeared to have enhanced students’ ability to learn new vocabulary, become enthusiastic participants in classroom activities, and improve their recognition, recall, and application of vocabulary. Results imply that Wordwall can function as an effective instructional tool for Jordanian EFL classrooms.