Effectiveness of Word Games in Teaching Students Vocabulary

Abstract

This study explores the effectiveness of word games as an effective tool for teaching English vocabulary to Grade 7 students at the University of Cebu-Main Campus during the 2016-2017 academic year. By comparing the performances, the pretest and posttest, of control and experimental groups, the research aimed to determine whether word games significantly improved vocabulary acquisition. The findings indicated that while both groups showed improvement, the experimental group demonstrated a more substantial increase in posttest performance, suggesting that word games can enhance vocabulary learning. A researcher-developed questionnaire was used as the assessment tool. Despite these promising findings, several limitations were noted, including the focus on a single group of students within one academic year, the small sample size, and the exclusion of factors such as student motivation and teaching styles. The reliance on pretest and posttest scores also limits insight into long-term retention. Nevertheless, the results provided a basis for proposing an action plan to enhance vocabulary instruction through word games.