The Use of Wordwall Game Media to Enhance New Vocabulary in Junior High School EFL Students

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.