Integrating Interactive Games into Young Leaners Vocabulary Learning: A Case Study of Charity School


  • Chancharat Chamsuparoke Mae Fah Laung University, Chiangrai, Thailand


Young Learners, English as a Foreign Language, Vocabulary Learning, Learners' Participation , Interactive Games


This study examined the effects of interactive games on the participation of young EFL learners and the characteristics of games that enhance young learners’ participation and vocabulary learning. The participants were 6 low participating EFL learners in Grade 2 who practiced English vocabulary via three selected interactive games in 6 weeks. Data were collected from classroom observations and an interview with the class teacher and the teacher assistant. The findings revealed that the games which can enhance participation and vocabulary learning must consist of concrete vocabulary that are related to learners’ stage of development and their learning environment, colorful images, sound and music, with an appropriate level of difficulty and a scaffolding process. The study recommended that the selection of games for young learners should consider the level of learners’ abilities, strategies of games, learners’ stages of development and also students’ choices. Moreover, although games may be able to inherently engage learners’ motivation, they cannot always be used without teachers’ guides and appropriate teaching and learning plans.


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