The Effectiveness of Wordwall Games in Supporting English Vocabulary Retention for EFL Grade 9 Students in Thailand

Abstract

Background and Objectives: Vocabulary retention is a fundamental component of English language learning, particularly for learners in English as a Foreign Language (EFL) context where opportunities for authentic language exposure are limited. Traditional vocabulary instruction often emphasizes rote memorization which may not sufficiently promote long-term retention or learner engagement. In recent years, digital game-based learning has gained increasing attention as an innovative pedagogical approach that enhances learner motivation, active participation, and meaningful learning experiences. Among various digital learning platforms, Wordwall offers interactive and customizable educational games that can reinforce vocabulary learning through repeated practice and immediate feedback. Despite its growing popularity in English classrooms, empirical evidence regarding its effectiveness in improving vocabulary retention among Thai secondary school students remains limited. Therefore, this classroom research aimed to investigate the effectiveness of Wordwall games in enhancing English vocabulary retention and to examine students’ satisfaction with vocabulary learning through Wordwall game-based activities among ninth-grade students at Mattayomsiriwanwari 2 Songkhla School.
Methods: This study employed a one-group pre-test–post-test classroom research design involving 33 ninth-grade students enrolled in an English course during the academic semester. Students participated in a series of vocabulary learning activities integrated with Wordwall games over the instructional period. The research instruments included a 30-item English vocabulary achievement test administered as both a pre-test and post-test to measure vocabulary retention and a 10-item satisfaction questionnaire using a five-point Likert scale to evaluate students’ perceptions of instructional content, learning activities, motivation, engagement, and the overall usefulness of Wordwall games. Descriptive statistics, including mean scores and standard deviations, were used to summarize the data, while a paired-sample t-test was employed to compare students’ vocabulary achievement before and after the intervention. Cohen’s d was calculated to determine the magnitude of the instructional effect.
Results: The findings demonstrated a significant improvement in students’ English vocabulary performance following the use of Wordwall games in vocabulary instruction. The mean post-test score (M = 24.39, SD = 3.84) was significantly higher than the mean pre-test score (M = 18.58, SD = 4.31), with a mean gain of 5.82 points, t(32) = 52.62, p < .001. The standardized effect size based on the variability of the paired difference scores was very large (Cohen’s d = 9.16, 95% CI [6.89, 11.41]), indicating a substantial magnitude of pre–post improvement. In addition, students reported high overall satisfaction with the use of Wordwall games (M = 4.31, SD = 0.59). They reported that the interactive activities increased their motivation, sustained their attention, encouraged active participation, and made vocabulary learning more enjoyable and less stressful. The immediate feedback and competitive elements were also perceived as valuable features that supported vocabulary review and reinforced learning.
Application of this study: The findings provide practical evidence that Wordwall games can serve as an effective digital game-based learning tool for English vocabulary instruction in Thai EFL classrooms. English teachers can integrate Wordwall activities into regular classroom instruction, supplementary lessons, remedial teaching, and formative assessment to increase learner engagement and improve vocabulary retention. The approach is particularly suitable for technology-enhanced learning environments that emphasize student-centered and active learning.
Conclusions: This study concludes that Wordwall games significantly enhance English vocabulary retention while fostering positive learning experiences among Thai secondary school students. The integration of digital game-based learning into vocabulary instruction not only improves academic achievement but also promotes learner motivation, engagement, and satisfaction. These findings support the adoption of interactive educational technologies as effective instructional tools for English language teaching and provide valuable implications for teachers seeking innovative strategies to improve vocabulary learning outcomes in EFL contexts.