THE EFFECTIVENESS OF GAME-BASED LANGUAGE TEACHING ON VOCABULARY ACQUISITION AND LANGUAGE PROFICIENCY: AN EXPERIMENTAL STUDY

Abstract

This study examines the effectiveness of game-based language teaching on vocabulary acquisition and language 
proficiency. The primary aim is to evaluate how game-based learning enhances language learners' engagement, 
motivation, and fluency compared to traditional teaching methods. The study employs the Sociocultural Theory 
(Vygotsky, 1978) as the theoretical framework, emphasising the role of interaction and social learning in language 
development. A mixed-methods research design was adopted, combining both qualitative and quantitative 
approaches. Participants were divided into an experimental group receiving game-based instruction and a control 
group following traditional teaching methods. Data were collected through pre-tests and post-tests, surveys, and 
classroom observations over a 12-week period. Statistical analyses, including t-tests, were conducted to determine 
the significance of differences between the two groups. The findings indicate that game-based language teaching 
significantly improves vocabulary acquisition, grammar proficiency, and learner engagement. The experimental 
group demonstrated a 33.3% increase in proficiency, with notable enhancements in motivation and fluency. The 
study corroborates previous research by Gee (2007) and García-Carbonell et al. (2017), highlighting the benefits of 
interactive and immersive learning environments. Base on these findings, the study recommends the integration of 
game-based learning into language curricula, teacher training on gamification strategies, the development of 
culturally relevant educational games, and the use of digital tools to enhance interactive learning. Future research 
should explore the long-term effects of game-based learning on language retention and cross-cultural language 
acquisition.