Games Preferences for Vocabulary Learning Opportunities among Young ESL Learners in Secondary School Education in Malaysia

Abstract

This quasi-experimental study aimed to investigate which mode of language games—paper-based or computer-based—is preferred by Form Four ESL learners for acquiring vocabulary, particularly at the 2000-word level. A total of 70 students participated in the study, divided into two groups of 35 each. Experimental Group 1 first received Treatment A (computer-based games), followed by Treatment B (paper-based games), while Experimental Group 2 experienced the treatments in reverse order. By the end of the experiment, both groups were exposed to both vocabulary-learning methods. A questionnaire and semi-structured interviews were used to assess the participants' preferences for acquiring vocabulary. The data were presented using a descriptive analysis as percentages. The results indicated that computer-based games were generally preferred over paper-based games for vocabulary enhancement. However, paper-based games were not entirely disregarded by the participants.