GAMIFYING ENGLISH VOCABULARY INSTRUCTION: An Experience in Back-draw Vocabulary Game

Abstract

This study determined the effect back-draw vocabulary game on students’ achievement in  English vocabulary. It also examined gender difference in vocabulary achievement of students exposed to back-draw vocabulary game. The study the pretest-posttest control group, quasi-experimental research design. The instruments used for collecting data were English Vocabulary Achievement Test(r=0.78) and instructional guide containing lesson steps of Back-draw vocabulary game. The intervention lasted four weeks. Data were analysed using descriptive statistics and independent t-test at 0.05 level of significance. Results revealed that there was a significant difference in vocabulary achievement of students exposed to vocabulary games and those in the control group (t(1;181) t= 8.59; p<.05).  Students in the experimental group (15.36) obtained a higher mean score than the control group (10.96). The study recommended that Gamification and Game-based learning should be adopted in teaching other aspects of English Language like summary, essay, and phonics.

Keywords: Gamification, Game-based learning, Draw-back, Vocabulary instruction Achievement

DOI: 10.7176/JEP/16-7-03

Publication date: July 30^th 2025