Word chain game in EFL classroom: revisiting English teaching vocabulary

Royani, Ida (2026) Word chain game in EFL classroom: revisiting English teaching vocabulary. In: Games in English Language Teaching. Rizquna, Banyumas, pp. 233-240. ISBN 9786347576439

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Abstract

Vocabulary games foster a collaborative ecosystem that mirrors real-world communication. Whether navigating a fast-paced round of Taboo, solving a contextual crossword, or collaborating on a digital word quest, students must negotiate meaning and use the target language productively with their peers. This social interaction not only builds essential speaking and listening skills but also allows for immediate feedback from both classmates and the teacher. This aligns with the findings of game experimentation by (Octaberlina, 2023), which concluded that game-based learning can help learners acquire new vocabulary through exposure to a wide range of language and situations, and provide instant feedback and rewards, creating a sense of motivation and enjoyment as (Hartt et al. 2020) stated as various joyful element that can enhance learners’ engagement and learning outcomes. Ultimately, teaching vocabulary through games does not just make the lesson more enjoyable (Hasbi & Cahyaningsih, 2024). Kula (2021) mentioned, it builds a functional, contextual foundation that empowers students to use their new lexicon with confidence that produces outcomes related to personality and behavioural development in a fun way without the need for fiction and enables the child to participate actively.

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