| dc.description.abstract | This study aims to explore the effect of using the wordwall game platform in
enhancing new vocabulary and active participation in 7th grade junior high
school students learning English as a foreign language (EFL). Recognizing the
challenges faced by traditional teacher-centered methods-which often lower
students motivation-this study integrates gamification principles through the
wordwall platform, which offers an interactive, engaging, and user-friendly
environment for vocabulary learning. This study included a set of classroom
activity centered on vocabulary related to self-introduction, in which students
practiced speaking skills, and vocabulary in a supportive and motivating
atmosphere. The wordwall digital games, specially the “match-up” features,
allowed students to compete in groups, which encouraged collaboration, quick
thinking, and continuous attention. In addition, the leaderboard and reward
points system provide motivation for correct and quick responses, which
enhances motivation. This implementation demonstrates that wordwall
effectively transforms vocabulary learning from passive to an active process,
enhancing students' enthusiasm, confidence, and retention of new words.
However, some challenges-such as limited digital literacy for some students
and occasional technical issues-were also noted. Overall, this study highlights
wordwall’s potential as a flexible and effective tool that can enrich vocabulary
learning and enhance learning outcomes in the context of English as a foreign
language (EFL) at the junior high school level. Recommendations for the
future include teacher training to optimize the use of digital platforms and
sustainable development of engaging activities adapted to students needs. | en_US |
