Evaluating the Effectiveness of Game- Based Instruction in Teaching English Vocabulary to Students

Abstract

This quasi-experimental study investigated the effects of teaching English vocabulary through games on the learning motivation and learning outcomes of lower-secondary EFL learners in Hanoi. Two groups of Grade 6 students followed the same lexical syllabus over five weeks: the experimental group received game-embedded vocabulary lessons with a brief post-task language focus, while the control group received conventional explanation practice instruction. Data were collected through parallel pre- and post-vocabulary tests, a motivation questionnaire, and classroom observations. Results showed that the experimental group achieved higher post-test scores and reported greater motivation than their peers in the control group. Observations further revealed greater participation, collaboration, and a more positive classroom climate in game-based lessons. The findings suggest that well-designed, goal-aligned games can be effectively integrated into regular lessons in large public classes to enhance vocabulary learning and learner engagement.