Wordwall-Based Gamified Learning and Vocabulary Acqusition among Indonesian EFL Learners: Evidence from a Quasi-Experiment Study
DOI:
https://doi.org/10.29240/ef.v10i1%20May.17724Keywords:
gamification, Wordwall, vocabulary acquisition, EFL learners, digital learning, quasi-experimental studyAbstract
Despite all developments in educational practices, many English as a Foreign Language (EFL) students continue to face difficulties in acquiring vocabulary. In such contexts where instruction is characterized by traditional teaching approaches and low levels of student involvement, the use of gamified learning seems to be one possible way out. Gamified learning is learning that includes features typical of video games, i.e., engagement, interactivity, and motivation. It can be implemented in various ways, e.g., by means of Wordwall. The present study examined the influence of Wordwall-based gamified learning on EFL students' vocabulary acquisition. A quasi-experimental study using a non-equivalent pretest-posttest control group design was conducted with 72 eighth-graders from SMP Negeri 1 Pinggir, Indonesia. For the experimental group, the vocabulary instructions were delivered using activities based on Wordwall, whereas the control group received their vocabulary instruction using traditional methods. Vocabulary tests were utilized to collect the data for analysis using descriptive statistics and t-tests such as paired-samples and independent-samples. It was observed that there was a statistically significant improvement in the vocabulary performance of the students when vocabulary instruction was provided through Wordwall. The mean scores of the experimental group in the pretest and posttest were 63.94 and 80.33, respectively, while those of the control group were 56.64 and 71.61. An independent-samples t-test demonstrated a statistically significant difference between the groups (p < .001).
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Copyright (c) 2026 Deny Silvia, Wiwid Hadi Sumitro, Asmariani Asmariani, Yusnimar Yusri
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