Exploring the Effectiveness of Digital Games in Enhancing EFL Young Learners' Vocabulary

Abstract

Learning vocabulary in second or foreign languages has always been a challenging yet crucial task. Considering the significance of vocabulary, especially for youngster English learners, this dissertation aims to explore and examine the effectiveness of digital games in enhancing EFL young learners’ vocabulary. To collect pertinent information for this study, a private school of languages named Almaahed where the use of digital games is possible was selected. The main research hypotheses state that if teachers use digital games in teaching, EFL young learners would improve their vocabulary and that if EFL learners use digital games as tools for learning vocabulary, they will show greater motivation and interest in the learning process compared to those who use traditional methods. To gather relevant data and test the research hypothesis, a combination of quantitative, qualitative, and observational data collection methods were employed. An experimental design was implemented to investigate the extent to which the digital game "Vocabulary Quiz" can improve learners' vocabulary and t-tests were performed. Additionally, class observations were made to assess students’ engagement and behaviors, and finally a questionnaire was administered to seven teachers to have their perspectives and opinions on the use of digital games for vocabulary instructions. Based on the outcomes and findings, the research hypothesis was confirmed, indicating that the use of digital games effectively fulfills the needs of language learners in acquiring vocabulary of the target language in an enjoyable manner. Consequently, it is advised that educators create favorable learning environments encompassing digital games and direct students' focus towards these tools, emphasizing their educational benefits.