The effect of combined Wordwall games' types on EFL learners' vocabulary learning and learner engagement

Abstract

Digital game-based vocabulary learning is widely recognized as an effective way to enhance learners’ vocabulary knowledge. While previous studies have shown the benefits of using games for vocabulary learning, limited research has examined how specific combinations of game types influence vocabulary gains and learner engagement. This study examined the effects of a combination of Wordwall games (spelling, matching and fill-in-the-blank) on English as a foreign language (EFL) learners’ vocabulary learning and engagement. Sixty first-year college students participated in a one-semester intervention involving four game-based vocabulary sessions, each using this fixed combination of game types. To assess learning, students completed vocabulary pre-tests and post-tests, and behavioural, cognitive and emotional engagement surveys. Paired-sample t-tests revealed significant vocabulary gains across all units, indicating that combined digital game types effectively supported vocabulary gain, including spelling accuracy and contextual use. Engagement findings showed high behavioural and emotional involvement, especially in attention and perceived relevance. However, cognitive engagement was moderate, suggesting limited use of deep learning strategies due to the fast-paced and task-focused game design. These findings highlight the potential of integrating different types of digital games in EFL classrooms to enhance vocabulary instruction and learner engagement.

Keywords

Digital game-based learning vocabulary learning learner engagement English as a foreign language context Wordwall games

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