ABSTRACT
This study was conducted to evaluate the effectiveness of Digital Vocabulary Games in enhancing the English performance of Grade 5 learners, particularly in literacy recovery. The findings of this study served as the basis for a proposed Digital Literacy Intervention Plan. This study utilized a quasi-experimental pretest-posttest design to evaluate the effectiveness of digital vocabulary games in improving the English performance and literacy skills of Grade 5 learners. The design allowed the researcher to measure the learners’ vocabulary knowledge and comprehension before and after the intervention while observing changes attributable to the integration of digital games.
The results reveal that the learners obtained higher post-test performance than pre-test performance. This substantial improvement demonstrates that the learners achieved better outcomes after participating in the Digital Vocabulary Games intervention. The increase suggests that the instructional strategy effectively enhanced vocabulary acquisition, reading comprehension, and overall English literacy skills.
Furthermore, the statistical analysis showed that the computed value exceeded the critical value and that the probability value was lower than the established level of significance. Consequently, the null hypothesis was rejected, leading to the conclusion that there was a significant difference between the learners’ pre-test and post-test performance. This evidence confirms that the observed improvement in English performance was not merely due to chance but was associated with the implementation of Digital Vocabulary Games.
The results imply that the integration of Digital Vocabulary Games had a statistically significant and positive effect on the English vocabulary and literacy performance of Grade 5 learners. The higher post-test performance, supported by the results of the statistical test, provided sufficient evidence to reject the null hypothesis and establish a significant difference between the two assessments. These findings demonstrate that the intervention promoted meaningful learning, improved vocabulary mastery, strengthened reading comprehension, and supported the literacy recovery of the learners.
Keywords: Literacy Recovery, Digital Vocabulary Games, Performance, Grade 5 Learners, English
INTRODUCTION
Literacy recovery remains a central focus for elementary education, especially in contexts where learners face reading and vocabulary gaps. Digital Vocabulary Games provide interactive and engaging methods to strengthen English performance, offering learners an opportunity to reinforce skills in a gamified environment. This approach aligns with modern educational trends, emphasizing technology integration, learner engagement, and evidence-based literacy instruction.
The purpose of this study is to investigate how Digital Vocabulary Games enhance the English performance of Grade 5 learners. In recent years, educators have observed that traditional reading and vocabulary drills often fail to sustain learners' motivation, particularly in recovering literacy skills after learning disruptions. Interactive digital games, which combine visual, auditory, and kinesthetic elements, can offer targeted practice in word recognition, meaning construction, and contextual usage.
Recent research indicates that digital game-based learning can improve vocabulary retention, engagement, and reading fluency. For instance, Mayer's Cognitive Theory of Multimedia Learning suggests that learners process information more effectively when it is presented through multiple channels, such as visual and auditory cues. In a digital vocabulary game, words, definitions, and context examples are presented visually and through sound, encouraging active processing and long-term retention.
Moreover, studies show that learners exposed to technology-driven literacy interventions outperform peers in traditional settings on vocabulary and comprehension assessments. By integrating Digital Vocabulary Games into the classroom, teachers can provide differentiated instruction, immediate feedback, and scaffolded practice aligned with individual learning needs. This approach is particularly relevant in post-pandemic learning recovery, where gaps in vocabulary and reading fluency have been exacerbated by disruptions in face-to-face instruction.
The study further addresses the social and motivational dimensions of learning. Digital games promote autonomy, goal-setting, and intrinsic motivation, which are essential factors in literacy recovery. Learners actively engage with vocabulary items, apply them in contextual exercises, and monitor progress, fostering ownership of learning. Additionally, gamified feedback systems encourage persistence, error correction, and repeated exposure to target words, which strengthens word recognition and semantic understanding.
This study is grounded in the need for effective literacy recovery strategies, the evidence supporting digital game-based interventions, and the observed benefits of integrating interactive technologies in English instruction. Investigating the effects of Digital Vocabulary Games offers insights into practical approaches that can enhance vocabulary acquisition, reading comprehension, and overall English performance among Grade 5 learners, providing both immediate academic benefits and long-term literacy skills.
This study was conducted to evaluate the effectiveness of Digital Vocabulary Games in enhancing the English performance of Grade 5 learners, particularly in literacy recovery. The findings of this study served as the basis for a proposed Digital Literacy Intervention Plan.
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