Interactive games for the contextualized vocabulary learning

Abstract

This research aim was to determine the use of interactive games for contextualized vocabulary learning in the students of seventh grade at Pensionado Americano International School. The methodological approach of the research under study was quali-quantitative and was carried out with a population of 22 students. Because the population was small, as well as the classroom, the same students were considered as the control group and the experimental group. In this quasi-experimental research, class observation and student survey techniques and instruments of pre-test and post-test evaluation were applied. Moreover, a crossword worksheet retrieved from online ESL games was employed to check students' English vocabulary proficiency. After giving classes using the traditional teaching methodology, students of seventh grade were evaluated; similarly, the same students were evaluated after having trained with online ESL games assigned for this proposal. The pre-test results revealed that the level of English vocabulary proficiency of students of seventh grade was low; nevertheless, the post-test results obtained after applying online ESL games in the EFL classroom showed a significant improvement in the vocabulary learning performance by students of seventh grade. Therefore, through the present investigation, it was concluded that the use of online ESL games in the EFL classroom influences the learning of English vocabulary.