Use of gamification for the teaching of receptive vocabulary in the english language

Abstract

This research analyzes the use of gamification as a pedagogical strategy to enhance the acquisition of receptive vocabulary in English among seventh-grade students at a public school in the city of Machala during the 2025–2026 academic year. The main objective was to design and implement a system of gamified activities that could improve vocabulary retention and foster greater student motivation in English language instruction. The study followed a quantitative approach using a pre-experimental design, applying both a pretest and a post-test to a single group of 22 students. The pedagogical intervention was carried out through three face-to-face sessions, which incorporated playful strategies such as “Simon Says,” “Charades,” and “Bingo,” in addition to the use of illustrated flashcards, visual aids, and collaborative group dynamics.Data collection instruments included vocabulary assessment tests and observation guides to evaluate lexical progress, accuracy, participation, and levels of student engagement. The results demonstrated statistically significant improvements in the three evaluated dimensions of vocabulary: linguistic, productive, and stylistic. The paired-samples Student’s t-test confirmed the effectiveness of the intervention, with a p-value lower than 0.05, leading to the rejection of the null hypothesis and the validation of the alternative hypothesis. In conclusion, the implementation of gamified strategies not only enhanced students’ performance in receptive vocabulary but also promoted an engaging, participatory, and student-centered learning environment. These findings support the incorporation of gamification as a viable, innovative, and effective teaching approach in the English language classroom, offering a motivating alternative to traditional methods and contributing to the long-term development of vocabulary and communication skills.