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Description
This study investigated the effectiveness of game-based digital vocabulary activities using Wordwall in enhancing immediate and delayed vocabulary retention among elementary EFL learners. It also examined learners’ perceptions of using Wordwall in vocabulary learning. The study employed a quantitative-dominant quasi-experimental design involving 72 Grade 3 students from two intact classes at a public primary school in Dong Nai, Vietnam. Class 3/1, consisting of 36 students, served as the control group, while Class 3/6, also consisting of 36 students, served as the experimental group.
During the four-week intervention, both groups studied the same 12 target words from two textbook units and received the same amount of instructional time. The experimental group practised and reviewed the vocabulary through teacher-guided Wordwall activities, whereas the control group received regular vocabulary instruction and non-digital practice. Data were collected through a pre-test, an immediate post-test, and a delayed post-test administered four weeks later. In addition, the experimental group completed an 11-item Vietnamese questionnaire about their perceptions of Wordwall-supported vocabulary learning.
The findings showed that the two groups had comparable vocabulary knowledge before the intervention. Although no statistically significant overall difference was found between the groups across the three testing occasions, the experimental group achieved a higher mean score on the delayed post-test than the control group. The questionnaire results indicated that learners generally had highly positive perceptions of Wordwall in terms of interest, perceived usefulness, confidence, and preference. The study suggests that Wordwall can be a useful supplementary tool for vocabulary practice and learner engagement, although its effect on vocabulary retention should be interpreted cautiously.
