Word games and vocabulary learning

Abstract

The integration of vocabulary learning games in English language teaching is often neglected in contemporary teaching, influenced by factors such as time and material constraints, methodologies, strategies, and individual teacher preferences. Nevertheless, there is consensus among some educators on the effectiveness of incorporating playing activities to improve learners' language skills. Therefore, the purpose of this study is to analyze how the use of word games contributes to vocabulary learning in second and third year BGU students at the Unidad Educativa Rumiñahui. A total of 73 high school students (29 males and 44 females) participated in a descriptive and non-experimental research. The data was collected through a survey with 27 items on a Likert scale and, 3 open-ended questions. The survey was created and applied to 10 students to check the validity (piloting survey) using the coefficient Cronbach’s Alpha (0,898). Furthermore, the research was based on three research questions based on the objectives. The results revealed that the categories students prefer to use to learn vocabulary are word games, and the types of word games are word searches, and crossword puzzles, these games are frequently used in students' English classes. Additionally, the investigation uncovered that students continue to employ conventional vocabulary learning strategies, including memorization. Finally, it is recommended to increase the use of word games to improve knowledge and vocabulary learning, as word games allow learners to be exposed to the language while playing.