ABSTRACT
This study determined the experiences of teachers and learners in using game-based learning to enhance vocabulary and comprehension skills as bases for a training workshop. Findings revealed that the experiences of teachers for enhancing vocabulary skills were: learners became motivated, encouraged friendly competition and collaboration while learners’ experiences were engaged and enjoyed interactive learning, and improved vocabulary acquisition. For enhancing comprehension skills, teachers’ experiences were: make the lesson fun and engaging and develop critical thinking while learners’ experiences were better understanding of lessons and increased interest and participation. Teachers’ challenges in vocabulary were time-consuming and poor internet connection while learners’ challenges were time constraints and limited resources. For enhancing comprehension skills, teachers’ challenges were crafting suitable instructional materials and keeping learning focused while learners’ challenges were time constraints and technology issues. A training workshop was proposed as a result of the study.
Keywords: Game-Based Learning, Vocabulary Skills, Comprehension Skills, Training Workshop
INTRODUCTION
The rapid advancement of educational technology has transformed classroom instruction, thereby making learner-centered approaches increasingly essential for literacy development. Traditional methods are no longer sufficient to fully engage today’s learners, who are accustomed to digital and interactive environments. In response, educators are exploring innovative strategies to make learning more meaningful, motivating, and effective. Within language education, Game-Based Learning (GBL) has gained significant traction as an effective method for boosting reading skills and vocabulary retention. This is especially true in environments where maintaining student interest is a challenge. By weaving educational material into a framework of competition, rewards, and teamwork, GBL transforms traditional lessons into immersive experiences that are as entertaining as they are informative. By turning vocabulary and reading activities into interactive tasks, Game-Based Learning motivates learners, encourages active participation, and supports retention of information. Furthermore, this approach allows students to navigate intricate linguistic ideas within a framework that balances organization with play. By doing so, it fosters a more profound grasp of the material and encourages the growth of higher-order thinking skills, specifically the ability to analyze, evaluate, and synthesize information. For teachers, GBL offers a means to connect lessons with students’ real-world experiences and interests, thereby making instruction more relatable and accessible.
Current research underscores the success of Game-Based Learning in bolstering both reading comprehension and vocabulary mastery. Specifically, digital game-integrated methods have been found to surpass conventional teaching styles in improving word retention and recall, while simultaneously driving higher levels of student motivation (Zou, Huang, & Xie, 2021; Su, Chiew, & Yunus, 2021). Likewise, research on gamified reading activities demonstrates that game-enhanced tasks can improve comprehension performance and sustain learners’ attention by providing interactive, low-pressure environments that make complex texts easier to understand (Wang, Harun, & Yuan, 2024; Qiao, Chu, Shen, & Yeung, 2022). Additionally, teachers often face difficulties in managing student behavior during gameplay and ensuring that games are aligned with learning objectives. Time-consuming preparation, lack of instructional materials, and insufficient training in game-based strategies are commonly reported barriers that can limit GBL’s potential impact (Dahalan, Alias, & Shaharom, 2024; Jaramillo‑Mediavilla, et al., 2024).
Given both the potential and the challenges associated with GBL, it is crucial to explore the actual experiences of those using it in classroom settings. Understanding teachers’ and learners’ perspectives can reveal how GBL affects vocabulary and comprehension instruction, highlight obstacles, and identify strategies to overcome them. Moreover, such exploration can provide insights into the professional development needs of teachers, particularly regarding the design and implementation of engaging, effective game-based lessons.
This study explored teachers’ and learners’ experiences in using game‑based learning for teaching vocabulary and comprehension skills to inform improvements in instructional practices, classroom strategies, and teacher training.
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