THE IMPACT OF GAME-BASED LEARNING ON VOCABULARY DEVELOPMENT AMONG ESL UNDERGRADUATES

In language learning, using games to teach vocabulary makes studying both fun and effective, creating an enjoyable learning experience for students. Thus, this research aims at investigating the impact of game-based learning on the development of vocabulary among undergraduates, specifically focusing on first-year law undergraduates at a university in Sri Lanka. The primary objective is to determine whether incorporating games into vocabulary teaching leads to improvements in language proficiency. The study employed a variety of instruments to assess the impact, including the APTIS test, a comprehensive vocabulary test, a pretest, a posttest, and interactive activities such as the Word-Wall activity and the Slap the Board game. The selection of these instruments provided a thorough evaluation of the students' vocabulary acquisition and retention through diverse assessment methods. The rationale for selecting first-year law undergraduates as participants stems from the limited research available on the impact of game-based learning in developing vocabulary among undergraduates within the Sri Lankan context. The participants first completed a pretest to establish their baseline vocabulary proficiency, followed by a series of game-based interventions, and finally, a posttest to measure the effectiveness of game-based learning. The results of the empirical study indicated a significant difference between the pretest and posttest data, indicating that incorporating games into the vocabulary teaching process positively impacts vocabulary development. The findings underscore the potential of game-based learning as an effective pedagogical tool for enhancing vocabulary acquisition in the ELT context. This paper contributes to the existing body of knowledge by shedding light on an underexplored area of game-based learning in the Sri Lankan context and advocates for the integration of such innovative methodologies to develop vocabulary among undergraduates.