Literature Review: The Impact of Learning Games on ESL Vocabulary

This literature review critically analyzes the use of learning games for teaching vocabulary to elementary ESL students. It examines the challenges ESL students face in vocabulary acquisition and how traditional teaching methods may be insufficient. The review applies the Total Physical Response (TPR) framework to demonstrate how it can be used in teaching vocabulary. It analyzes previous literature, including studies on using games to motivate students, integrate vocabulary teaching, and reinforce vocabulary learning. The review highlights the benefits of using games, such as increased word memorization, enhanced student interaction, and improved motivation. It concludes that teaching vocabulary through games can motivate students and increase their interest in language learning, while also noting gaps in strategic teaching method development.

Running Head: English Language and Linguistics 1
English Language and Linguistics
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English Language and Linguistics 2
Abstract
The purpose of the study was to examine and build a better understanding of the effects of
implementing learning games on teaching vocabulary for elementary ESL students. There was
use of certain literature to analyze the process of using games to teach vocabularies. The research
conducted on games demonstrated how effective the concept of games improved the learning
language and vocabularies.

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Contents
Abstract.......................................................................................................................................................2
Introduction.................................................................................................................................................3
Theoretical Framework...............................................................................................................................3
The relevance of Previous Literature...........................................................................................................4
Conclusion...................................................................................................................................................5
References...................................................................................................................................................6

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English Language and Linguistics
Introduction
The purpose of this paper is to critically analyze the concept of learning games for
teaching vocabulary. It is very important to examine the process of implementing learning games
so as to facilitate student’s understanding of vocabulary (Moon, 2000). ESL students face several
challenges when learning vocabulary, especially when learning foreign languages. The process
of learning vocabulary is also faced by difficulties in teaching approach. Some teachers lack the
ability to teach vocabulary due to lack of experience in teaching. Most of the teachers apply
traditional teaching approach which may not fit the modern teaching styles that would be
understood by the students (Wright, 2005). Such students face difficulties when learning
vocabulary thereby taking much time to learn. Therefore, the paper will examine the importance
of applying learning games to teach vocabulary to elementary students.
Theoretical Framework
In this framework, we apply TPR in order to demonstrate how it can be applied in teaching
vocabulary. In this approach, ESL teachers and trainees apply this teaching methodology by
considering practical classroom techniques (Lesikar & Marie, 2008). Again, the ESL teachers
apply activities recommended in the approach to enable elementary students acquire second
language thereby learning new vocabularies.
Again, the approach applies user-friendly content to provide a comprehensive survey of
practical language teaching. It also apply certain principles of language learning and teaching. In
addition, the approach considers the certain principles to develop a critical pedagogy and social
responsibility.
Another recommendation of total physical response is to train teachers of ESL and EFL. In
that connection, the concept of language learning and language acquisition is very important to
interactive approach of language learning. Use of traditional and rationalist methods is also
applied in language learning thereby implementing functional and humanistic approaches to
make elementary students to understand language and vocabularies (Thornbury, 2002). Lastly,
the Total Physical Response Approach (TPR) is used to enhance students’ ability to listen and
understand foreign language. In that connection, ESL students are able to respond to learning

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process through understanding of vocabularies. The use of learning games to teach vocabulary
enable students to move, act and do things according to foreign language.
The relevance of Previous Literature
In this section, we review three articles so as to understand the use of learning games to
teach vocabulary to elementary students. The core objective of the study is to determine the
effects of using games to reinforce vocabulary learning. First, we consider the Journal of
American Arabic Academy for Sciences and Technology by Muna, 2014. That is, “Using Game
Strategy for Motivating Students to Learn New English Vocabulary.” According to Muna, there
are certain problems faced by students when learning new vocabularies. The problem of
memorizing new vocabularies and then using them to communicate is the main problem
addressed by the author. There are many subjects that students study in elementary education.
These subjects contain certain vocabularies that students are required to memorize (Richards &
Renandya, 2002). Learning of vocabularies in elementary schools is done using normal teaching
strategies such as the use of flashcard and teaching of new words in context. However, this
approach is not effective because students do not demonstrate any motive to memorize these
vocabularies (Kuchenbecker, 2013). The use of the game as a vocabulary learning strategy is
very applicable in the current elementary education. This approach acts as a motivating tool to
enable students to learn and memorize new vocabularies. Motivation is one of the strategies used
by teachers no make students active in classroom thereby leaning and memorizing new words.
The next summary on use of games to teach vocabularies is obtained from the international
electronic journal for teachers of English by Nitin Pillai, 2013. That is, “Integrating Games and
Vocabulary Teaching: An Exploratory Study.” According to the author, students are expected to
use extensive vocabulary in their academic and personal work. However, not many students have
managed to achieve personal growth through the extensive use of vocabularies because they
learned their vocabularies through use of inert approaches such as passive explanations (Nitin,
2013). Lack of improper methods to teach new words and vocabularies is the main contributor
towards slow growth in language learning. The author recommends the use of certain games in
teaching vocabularies. Some of the games that would be applicable include Hangman Grid,
Crossword Puzzle, and Dumb Charades, Dice the Word, Number Clue Game and The Grid
(Mills, 2003). Through the use of these games, students are able to learn new words. This

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strategy is very effective because as students get motivated to play the game, they learn new
vocabularies.
The last summary of the use of gaming strategy to teach vocabularies in elementary
education is obtained from the literature of Osha Saeed Al Neyadi. That is, “The Effects of
Using Games to Reinforce Vocabulary Learning.” According to Osha Saeed Al Neyadi, there are
two main approaches to gaming that can be applied in teaching vocabularies (Muna, 2014). They
include the grammar-translation method and the audio-lingual method. The use of grammar-
translation is to memorize lists of vocabularies and then use them for assessments. The use of
this approach focused the learning of vocabularies so as to illustrate grammar rules.
On the other hand, an audio-lingual approach focused on the pronunciation of
vocabularies and intensive oral drilling of new words (Brown, 1994). From the analysis and
presentation of data in this research, several issues can be drawn concerning the use of games in
teaching vocabularies. First, the use of games enables students to memorize new vocabularies.
There is an increase in words memorization through use of games to practice and recycle
vocabularies. Again, use of games to recycle and practice vocabularies increase interaction
among students. Lastly, there is an increase in students’ motivation as a result of the use of
games to practice and recycle vocabularies.
Conclusion
In conclusion, many researchers agreed that teaching vocabulary through games can be
used to motivate students to learn language and vocabularies. This can increase the interest level
of the students and ESL teachers (Theresa & Hall, 2013). Moreover, it can raise student
interaction and enhance student motivation in learning vocabulary. Nevertheless, there exist
certain gaps in preparing strategic teaching method and activity to enhance games in teaching
vocabularies.

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References
Brown, H.D. (1994). Teaching by Principles: An Interactive Approach to Language Pedagogy.
Prentice Hall Reagent.
Kuchenbecker, K. (2013). "Exploring word and strategy knowledge of high school students in a
German classroom." Ph.D. diss., University of Iowa.
Lesikar, R., & Marie, F. (2008). Basic Business Communication. New Delhi: Tata McGraw-Hill.
Mills, G. E. (2003). Action research: A guide for the teacher researcher. US: Merrill
Moon, J. (2000). Children Learning English. London: Macmillan.
Muna, A. (2014). Using Game Strategy for Motivating Students to Learn New English
Vocabulary. Journal of American Arabic Academy for Sciences and Technology, 5 (12).
PP. 137-146.
Nitin, P. (2013). Integrating Games and Vocabulary Teaching: An Explanatory Study.
International Electronic Journal for Teachers of English, 3 (2). Pp. 98-112. Prentice Hall
Press.
Richards, J. C., & Renandya, W. (2002). Methodology in Language Teaching: An Anthology of
Current Practices. Cambridge University Press.
Theresa, A.Y., & Hall, H. M. (2013). Content-Based Second Language Teaching and Learning:
An Interactive Approach. Pearson Publishers.
Thornbury, S. (2002).How to Teach Vocabulary. London: Longman.
Wright A, B. D. (2005). Games for Language Learning. New York: Cambridge University

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Appendix
Student Survey
Name: James West Class: ESL Class Date: 29TH March 2018
1. Do you find memorizing new vocabularies difficult? No
2. Which language skill you do find more difficult when learning new vocabularies;
b) Reading
3. Tick the way that may help you to memorize new vocabularies:
a) Real things
b) Flashcards
c) Pictures
d) Games