Employing Digital Educational Games in Teaching English Vocabulary: An Applied Study in First-Cycle Students in North Al Batinah

Authors

  • Nahed Moahamed AlBadi

    Institute of Islam Hadhari (HADHARI), Universiti Kebangsaan Malaysia, Bangi 43600, Malaysia
  • Nazrul Anuar Nayan

    Institute of Islam Hadhari (HADHARI), Universiti Kebangsaan Malaysia, Bangi 43600, Malaysia

    Faculty of Engineering & Built Environment, Universiti Kebangsaan Malaysia, Bangi 43600, Malaysia
  • Norshariani Abd Rahman

    Institute of Islam Hadhari (HADHARI), Universiti Kebangsaan Malaysia, Bangi 43600, Malaysia

DOI:

https://doi.org/10.30564/fls.v7i12.11288
Received: 27 July 2025 | Revised: 21 August 2025 | Accepted: 12 September 2025 | Published Online: 4 November 2025

Abstract

This study examines how interactive digital educational games influence English vocabulary acquisition among primary school learners. With technology becoming central to modern classrooms, it is important to evaluate whether gamified tools genuinely enhance engagement, motivation, and retention, especially in English as a Foreign Language (EFL) settings. To address this, a quasi-experimental design was applied with two Grade 4 classes of similar academic ability at Al Musbah First Cycle School in North Al Batinah Governorate, Oman. The study aimed to assess whether digital games could provide a more effective approach to vocabulary learning than traditional instruction. Over one semester, the experimental group was taught vocabulary using carefully selected digital educational games that integrated animated visuals, real-time auditory feedback, and adaptive challenges. These features were aligned with curriculum standards and intended to promote active learner participation. The control group, by contrast, learned through conventional methods such as textbook exercises and teacher-led repetition. Pre- and post-tests were administered to both groups to evaluate vocabulary development. Results showed significant vocabulary gains in the experimental group, highlighting the effectiveness of digital games in EFL instruction. Beyond improved performance, students displayed greater motivation and willingness to participate, suggesting reduced anxiety and stronger engagement. This research contributes empirical evidence to ongoing discussions on educational technology by demonstrating the pedagogical value of gamified learning. It further offers practical recommendations for educators, curriculum developers, and policymakers on integrating digital games into EFL classrooms to foster inclusive, multimodal learning environments that sustain vocabulary growth.

Keywords:

Digital Games; Vocabulary Acquisition; Learner Engagement; Teaching English; Educational Technology

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How to Cite

Moahamed AlBadi, N., Anuar Nayan, N., & Abd Rahman, N. (2025). Employing Digital Educational Games in Teaching English Vocabulary: An Applied Study in First-Cycle Students in North Al Batinah. Forum for Linguistic Studies, 7(12), 210–221. https://doi.org/10.30564/fls.v7i12.11288

Issue

Vol. 7 , Iss. 12 (December 2025): In progress

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Article

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Copyright © 2025 Nahed Moahamed AlBadi, Nazrul Anuar Nayan, Norshariani Abd Rahman

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This is an open access article under the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) License.