Comparative Analysis of Gamification and Storytelling Strategies in EFL Vocabulary Acquisition

Abstract

In both first and second-language education, vocabulary acquisition serves as a crucial skill. This quasi-experimental research study was carried out to assess the impact of storytelling and gamification strategies on the lexical abilities and working memory development of EFL young learners. The research cohort comprised 40 Turkish students aged 9 to 10 and the study was conducted within the confines of an elementary school affiliated with a foundation in Türkiye. An independent sample t-test was employed, permitting the evaluation of variations in vocabulary assessment scores which were conducted on four separate occasions both within and between groups. The empirical findings reveal a notably higher level of achievement within the gamification environment as opposed to the storytelling milieu, resulting in more substantial lexical advancements. Accordingly, this study ascertained that the integration of educational games as a pedagogical strategy with young learners serves to enhance vocabulary acquisition. Furthermore, the research uncovered the salient influence of repeated exposure on the expansion and retention of acquired vocabulary over time. In light of these findings, this study advocates for a more intensive integration of educational games within language instruction, particularly in the context of children embarking on the journey of learning English as a foreign language.