Educational Games and Vocabulary Acquisition in Elementary School EFL Classes

Murad Tareq

doi:10.32628/IJSRSET25121156

Authors

Murad Tareq Assistant Professor, Department of English Language Teaching, Sakhnin Academic College for TE, Sakhnin, Israel Author

DOI:

https://doi.org/10.32628/IJSRSET25121156

Keywords:

educational games, vocabulary acquisition, Arab students, teacher perspectives, language learning, game-based learning

Abstract

This study explores elementary school teachers’ perspectives on the role of educational games in enhancing vocabulary acquisition among Arab students in Israel. Employing a qualitative approach, 15 teachers participated in semi-structured interviews to share their insights regarding the benefits, challenges, and strategies associated with game-based learning. The findings indicate that educational games significantly boost student engagement, foster motivation, and enhance vocabulary retention through interactive and culturally relevant experiences (Medina & Goddard, 2024). Teachers acknowledged several key challenges, including limited access to technology, the need to adapt games to meet diverse student needs, and the integration of assessments into the curriculum. They underscored the importance of professional development, culturally sensitive game content, and innovative strategies for implementation. This research highlights the potential of educational games to support language acquisition, bridge linguistic and cultural gaps, and improve learning outcomes for Arab students. These insights are intended to inform educational practices and contribute to the development of inclusive and effective learning environments.

Downloads

Download data is not yet available.

References

Abdu Elaziz, A. (2022). The Effectiveness of Game-based Learning Strategies on Primary ESL Learners’ Vocabulary Learning. International Journal of Academic Research. 11,2, 845-860. DOI: 10.6007/IJARPED/v11-i2/13266

Affouneh , A. S. & Burgos, D. (2023). The Role of Educational Games in Compensating for Educational Losses in Palestine and Syria during Crises. Dirasat: Educational Sciences, 50(3), 422–435.

Agazi, A. (2022). The Importance of Learning Vocabulary for Young Learners. International Journal of Multicultural and Multi religious Understanding, 9, 8, 56-22. DOI: 10.18415/ijmmu.v9i8.3897

Ahmed, S.A., Jebur, A. F. & Salman, A. (2023). Gamification in English language Learning in Iraq: Oppoetunities and Challeges. Technology-assessed language Education. TALE, 1, 1, 1333-146. https://doi.org/10.22126/tale.2023.2953

Alaswad, Z., & Nadolny, L. (2015). Designing for Game-Based Learning: The Effective Integration of Technology to Support Learning. Journal of Educational Technology Systems, 43(4), 389-402. https://doi.org/10.1177/0047239515588164

Amara, M. and Marai, A. (2002). Language Education Policy: The Arab Minority in Israel. London: Kluwer Academic Publishers.

Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), 255-284.

Gordon, A. K. (1970). Games For Growth; Educational Games in the Classroom. Science Research Associates, College Division

Govindarajan, R. (2020). Exploiting Gamification and interactive Activities to achieve Better Students' Engagement in ELT Classes. Arab World English Journal. 238-252. DOI: https://dx.doi.org/10.24093/awej/MEC2.17

Hwang, G. J., Wu, P. H., & Chen, C. C. (2012). An online game approach for improving students’ learning performance in web-based problem-solving activities. Computers & Education, 59(4), 1246-1256. https://doi.org/10.1016/j.compedu.2012.05.003

Kenny, R. F., & McDaniel, R. (2011). The role teachers' expectations and value assessments of video games play in their adopting and integrating them into their classrooms. British Journal of Educational Technology, 42(2), 197-213.

Kirriemuir, J., & McFarlane, A. (2004). Literature review in games and learning. Futurelab.

Ling, N. S., & Abdul Aziz, A. (2022). The Effectiveness of Game-based Learning Strategies on Primary ESL Learners’ Vocabulary Learning. International Journal of Academic Research in Progressive Education and Development. 11(2), 845 – 860.

Medina, B.J. & Goddard, B. M. (2024). The effect of digital storytelling on English vocabulary learning in inclusive and diverse education. International Journal of English Language Studies. 6,1, 110-118. DOI: 10.32996/ijels

Mohamed , A. M. A. . (2021). The Impact of Educational Games on Enhancing Elementary Stage Students’ Acquisition and Retention of English Vocabulary. Journal of World Englishes and Educational Practices, 3(2), 67–76. https://doi.org/10.32996/jweep.2021.3.2.6.

Nazeer, I., Mukhtar, S. & Azhar, B. (2023). Exploring the Effectiveness of Vocabulary Acquisition Strategies in Foreign Language Learning. Harf wa Sukhun, 7,3, 2-14

Peterson, M. (2010). Massively multiplayer online role-playing games as arenas for second language learning. Computer Assisted Language Learning, 23(5), 429-439.

Prensky, M. (2001). Digital game-based learning. McGraw-Hill.

Saldana, J. (2015). The coding manual for qualitative researchers (3rd ed.). Sage Publications.

Shabaneh, Y., & Farrah, M. (2019). The effect of games on vocabulary retention. Indonesian Journal of Learning and Instruction, 2(1), 79–90.

Torrente, J., Moreno-Ger, P., Martínez-Ortiz, I., & Fernandez-Manjon, B. (2009). Integration and deployment of educational games in e-learning environments: The learning object model meets educational gaming. Journal of Educational Technology & Society, 12(4), 359–371.

Vnucko, G., & Klimova, B. (2018). Exploring the potential of digital game-based vocabulary learning: A