English Language Teaching; Vol. 16, No.

3; 2023
ISSN 1916-4742 E-ISSN 1916-4750
Published by Canadian Center of Science and Education

A Quantitative Study in Using Digital Games to Enhance the

Vocabulary Level of Saudi Male Secondary School Students
Sultan R Alfuhaid1, 2
1
Department of English Language and Translation, College of Arabic Language and Social Studies, Qassim
University, Buraydah, Saudi Arabia
2
The Educational Administration of Al Bukayriyah, Ministry of Education, Saudi Arabia
Correspondence: Sultan R. Alfuhaid, Department of English Language and Translation, College of Arabic
Language and Social Studies, Qassim University, Buraydah, Saudi Arabia. E-mail: Sultanfuh@gmail.com

Received: February 2, 2023 Accepted: February 23, 2023 Online Published: February 24, 2023
doi: 10.5539/elt.v16n3p16 URL: https://doi.org/10.5539/elt.v16n3p16

Abstract
Vocabulary learning is crucial to language acquisition. Although numerous techniques have been proposed for
the teaching and learning of vocabulary, the need remains for the research and development of new, effective
methods. In this technological era, digital games have proven their efficacy in promoting learners’ vocabulary
acquisition. The current study investigates whether the integration of technology-driven digital games is
effective in enhancing the vocabulary level by comparing experimental and control groups. The researcher
conducted a pretest for the experimental group and a posttest for both groups within a period of five consecutive
weeks. The experimental group used 7 Little Words, which is a game for learning vocabulary, whereas the
participants in the control group learned vocabulary through traditional methods. The sample comprised 30
Arabic native speakers studying English as a required course in two all-male classes (15 students from each) in
the third year of secondary school. Data were analyzed quantitatively. Paired-samples t-tests and
independent-samples t-tests were used to compare the mean scores of the two groups. The results indicated that
using digital games to learn vocabulary enhanced learners’ overall vocabulary acquisition.
Keywords: digital games, vocabulary, Arabic, technology, learning, secondary school students
1. Introduction and Background
The English language is a primary element of most educational systems and is also considered an international
channel of communication (Wallace, 2007). Accordingly, it is taught in many countries, including Saudi Arabia.
In Saudi Arabia, English is taught from the first year of elementary school; therefore, it has become a primary
requirement for almost every student. Foreign language learners are required to master the four basic skills of
speaking, listening, reading, and writing. A crucial aspect of acquiring a language has to do with the range of
vocabulary.
Vocabulary indicates the words of a given language that must be understood to communicate effectively.
Vocabulary has been considered an influential bearer of meaning (Hubbard, 1983). Furthermore, Hubbard (1983)
defined vocabulary as the knowledge not only of words but of their significance. Stahl (2006) recognized that
vocabulary is knowledge not only of the given definitions of words but also how they fit into the real world.
Thus, vocabulary is indispensable to developing and exercising the four fundamental language skills. Accordingly,
learners should become adept at dealing with unfamiliar words in their language acquisition endeavors (Huyen &
Nga, 2003). Vocabulary is the cornerstone of students’ overall level of proficiency and comprehension (Nation,
2001). For instance, it is crucial for children to be able to recognize and identify a range of between 100–300 words
in print, because this small number of words accounts for approximately 50% of the words that children encounter
in a typical reading passage (Adams, 1990). Furthermore, “learning new words is a cumulative process, with
words enriched and established as they are met again” (Nation, 2000, p. 6). Vocabulary can be acquired
intentionally through explicit instruction in word-learning strategies or incidentally through indirect exposure to
words. Therefore, vocabulary instruction plays a vital role in enhancing the language level of students.
From a traditional teaching perspective, vocabulary has not generally been considered an independent subject for
students, and teachers have instead integrated it into lessons on the four language skills. For instance, students may

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be asked to use their own vocabulary in the classroom, with teachers introducing new words for students to apply
during classroom activities. Instruction in vocabulary has often been perceived as offering learners a list of new
words that carry certain meanings in their native language, although in many cases, this instruction lacks both
efficacy and real-world context (Stahl, 2006). Some teachers still apply and depend on traditional methods such as
drilling and memorization in teaching and practicing vocabulary. Many language learners rely on bilingual
dictionaries to look up words and memorize their meanings; however, this method is not particularly effective
(AlNatour & Hijazi, 2018). Decarrico (2001) concluded that dependence on memorization in teaching vocabulary
is not recommended, as learners may not be able to remember all of the words they encounter. Moreover,
traditional teaching methods may hinder the possibility for student involvement in the classroom because, with
such methods, the teacher is the controller of the class (AlNatour & Hijazi, 2018). In contrast, Ferreira (2007)
asserted that teachers should be facilitators who involve the students in the learning process, which in turn might
result in better learning. Because vocabulary learning is a tall order (Ringbom, 1987; Schmitt, 2008), adopting a
comprehensive method of instruction is required to tackle the difficulty of vocabulary acquisition.
Therefore, integrating technology into the learning process has been increasingly used by many teachers.
Numerous researchers have focused on computer-assisted language learning (CALL), which primarily refers to the
search and study of computer applications in language teaching and learning (Levy, 1997). Moreover, we live in a
world in which technological changes are considered the norm, and students might thus prioritize learning
vocabulary in a way that is compatible with such changes. For example, Prensky (2001) claimed that the average
teenager in the United States spends almost 3 hours a day watching television, using the internet, and playing video
games. Prensky (2003) also estimated that many young people will have spent nearly 10,000 hours playing digital
games by age 21. Accordingly, digital game-based language learning (DGBLL) has recently demonstrated
potential in improving vocabulary acquisition. Researchers have stated that “digital games are another avenue for
experimentation in a safe virtual environment” (Kirriemuir, 2002). DGBLL has dramatically proliferated over the
past two decades. Although the debate over the usefulness of video games in promoting learning through play has
not reached consensus (Kirriemuir & McFarlane, 2004), the majority of the literature has demonstrated positive
effects of such learning tasks (Hung, 2011; Fotouhi-Ghazvini et al., 2009; Yip & Kwan, 2006; Zheng, 2008).
Games might indeed simplify learning as they require students to participate through the use of the material in its
entire context (Cruickshank & Telfer, 1980). Moreover, although certain obstacles to the utilization of technology
in the past, the increasing prevalence of portable devices such as smartphones and laptops has made the integration
of technology in classroom widely possible (Golonka et al., 2014). There is overwhelming evidence corroborating
the recommendation that learning through the use of mobile technology (i.e., m-learning) be implemented to
expose L2 learners to an environment in which the target language is dominant (Norbrook & Scott, 2003; Thornton
& Houser, 2003). Therefore, this study aims at investigating the influence, if any, of integrating digital games into
the acquisition of English vocabulary for Saudi male students in a secondary school (i.e., Sharia Institute).
2. Research Hypotheses
1) There will be a statistically significant difference between the mean pre- and posttest scores of the experimental
group.
2) There will be a statistically significant difference between the mean posttest scores of the experimental and
control groups.
3. The Significance of the Research
The present study examines the integration of portable technologies such as smartphones into the learning process
to enhance the acquisition of English vocabulary among Saudi male secondary school students. Thus, this study
will be significant for teachers, students, and curriculum designers. On the one hand, the current study is
educationally significant because it may help teachers address the difficulties that Saudi students encounter with
the traditional teaching methods related to vocabulary, such as constant memorization. On the other hand, modern
teaching methods, such as learning through digital games, may also motivate students to become self-directed
learners.
4. Purpose of the Study
The primary objective of this study is to investigate the effect, if any, of integrating online and digital games into
the instruction of Saudi male secondary school students in the acquisition of English vocabulary.

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5. Methodology
5.1 Design
This study is experimental because it measures the influence of an independent variable (smartphone game
application) on a dependent variable (students’ acquisition of English vocabulary).
5.2 Participants
The sample of the study consisted of two all-male classes in the third year of secondary school. Fifteen participants
were selected from each class and distributed randomly into experimental and control groups. Both classes were
taught by the same instructor to ensure that any significant difference observed between groups was due to the
experiment and not to other factors.
The participants were L1 Arabic speakers and third-year secondary school students attending school in the
Al-Qassim region; the school is commonly known as the Sharia Institute and is affiliated with Al-Imam University.
Moreover, all participants were Saudis who shared the same cultural and educational background.
5.3 Instrument
The researcher conducted two techniques in teaching vocabulary: the traditional method of teaching was applied to
the control group, whereas the integration of modern methods (online games) was applied to the experimental
group. In addition, the data were collected quantitatively through conducting pre- and posttests for the
experimental group and a posttest for the control group to evaluate participants’ overall English vocabulary
knowledge. The participants in the experimental group were tested before and after the experiment, and their mean
scores were measured through a parametric statistical test known as the paired-samples t-test. The posttest was
conducted to enable a valid comparison between the mean scores of the control and experimental groups through a
parametric statistical test known as the independent-samples t-test.
5.4 Procedures
The researcher was granted permission from the institute supervisor to create additional course material designed
for vocabulary acquisition. Participants in both the control and experimental groups unanimously consented to be
presented with this extra material. The words were identical between groups. The only difference was in the
instruction: The control group received instruction through the traditional teaching method of drilling and
memorization, whereas the experimental group learned through an online game, 7 Little Words, that can be
downloaded onto portable devices such as smartphones. To ensure credibility, the researcher requested that
participants in the experimental group share screenshots of their daily vocabulary tasks.
5.5 Data Analysis
Data were analyzed quantitatively. Quantitative analysis was conducted of the pre- and posttest scores using the
appropriate statistical tests in SPSS: a paired-samples t-test and an independent-samples t-test.
6. Results
To test the experimental group prior to and after the experiment, the researcher used a paired-samples t-test, as
shown in Table 1. The test consisted of 20 words, with each word associated with a three-option multiple-choice
question. The words were identical to those provided by the online game application (7 Little Words).
As indicated in Table 1, on average, the participants in the experimental group scored worse on the pretest than on
the posttest (M = -1.933, SD = 2.344). Moreover, this improvement, -1.933, 95% CI [-3.232, -.635], was
statistically significant, t(14) = 3.194, p > .006.
Table 1. Results of the Paired Samples Test
Paired Differences
95% Confidence Interval of
Std. Std. Error the Difference Sig.
Mean Deviation Mean Lower Upper t df (2-tailed)
Pair 1 Pretest–Posttest -1.933 2.344 .605 -3.232 -.635 -3.194 14 .006
A posttest was also used to compare the means of the two groups (experimental and control). Prior to testing the
main hypothesis of this study, the researcher generated descriptive statistics in SPSS. The mean and standard
deviation of both groups’ posttest scores are presented in Table 2. On average, the participants in the

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experimental group performed better (M = 9.87, SD = 3.399) than those in the control group (M = 6.73, SD =
3.105), as illustrated in Table 2.
Table 2. Group Statistics

Group N Mean Std. Deviation Std. Error Mean

Marks Experimental 15 9.87 3.399 .878
Control 15 6.73 3.105 .802
As indicated in Table 3, there is a statistically significant difference in the mean scores between the two groups,
3.133, 95% CI [.699, 5.568], t(28) = 2.636, p > 0.014.
Table 3. Results of Independent Samples Test
Levene's Test
for Equality of
Variances t-test for Equality of Means
Std. 95% Confidence
Mean Error Interval of the
Sig. Differe Differen Difference
F Sig. t df (2-tailed) nce ce Lower Upper
Marks Equal Variances .035 .852 2.636 28 .014 3.133 1.189 .699 5.568
Assumed
Equal Variances 2.636 27.773 .014 3.133 1.189 .698 5.569
Not Assumed
7. Discussion
The country of Saudi Arabia considers English a primary requirement for the majority of job opportunities. The
four basic skills of listening, speaking, reading, and writing are integral in acquiring any language and are,
accordingly, the focus of most language instruction; however, it is almost impossible to acquire a language
without also attaining a wide range of vocabulary. Therefore, this research aimed at enhancing the vocabulary
level of Saudi learners of English by integrating a digital game into the learning process while simultaneously
abandoning the traditional methods in teaching vocabulary. The researcher tested the experimental group prior to
and after the experiment, and the results indicated that participants improved during a five-week span while
integrating one of the modern teaching/learning methods, a digital game application.
After a period of five consecutive weeks of instruction, the results showed a statistically significant difference in
the posttest between the two groups in favor of the experimental group. Moreover, the current study showed
promising results, as students in the experimental group learned as they played, an obstacle that Kirriemuir (2004)
assumed would negatively impact learning. Contrary to Ertmer (1999), the students in the experimental group
adapted well to the new teaching method despite a shortage of time. Although Chuang (2007) and Zeng (2005)
claimed that the lack of efficiency in learning vocabulary through games could increase learners’ anxiety, on the
contrary, in this study, simultaneous playing and learning facilitated the participants’ vocabulary acquisition
during the five-week course. Taking a more moderate position, Ersöz (2000) claimed that games that are
designed to teach vocabulary should not be overlooked because they bring real-life contexts to learning, thereby
encouraging learners to be expressive during classroom activities. The findings of the current study suggest that
integrating modern methods into language teaching, and ensuring that they are implemented accurately and
helpfully, is crucial in increasing the range of learners’ vocabulary.
The above discussion also implies that it is vital to choose suitable games to achieve the primary goal of
vocabulary learning. The number of participants as well as the context of the classroom should be considered
during the integration of modern teaching methods such as digital games. The results of the current study
provide confirmatory evidence of students’ improvement in vocabulary learning and support the conclusion by
Aslanabadi and Rasouli (2013) that vocabulary games might enhance vocabulary acquisition (in their study,
among kindergarten students). Additionally, Pound (2005) stated numerable advantages for learners in learning
vocabulary while playing games, such as strengthening their overall English competence and enhancing their
social skills.

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8. Conclusion
Many job opportunities have begun to require that applicants be fluent in English. Therefore, students worldwide
have become much more enthusiastic to learn foreign languages, such as English, to meet future job
requirements. Alongside such demand, teachers’ task has become slightly more difficult as they must adapt
traditional teaching methods, which often lack efficacy, and accommodate the explosion of technology in the
classroom (AlNatour & Hijazi, 2018). Multiple studies have supported the claim that more modern teaching
methods can help students attain the desired learning outcomes and may even accelerate their learning (Aghlara
& Tamjid, 2011). The current study was designated to integrate modern techniques—in this case, a digital
game—into vocabulary instruction. Vocabulary is considered a cornerstone in language acquisition; ESL
learners cannot learn a language unless they acquire a wide range of vocabulary. The researcher selected 30 male
participants to undergo the experiment and assigned them equally to either an experimental or a control group.
The former consisted of 15 participants who learned vocabulary through a digital game (7 Little Words) for five
weeks, whereas the control group included the remaining 15 participants, who received traditional instruction.
The results indicated a significant enhancement in the level of vocabulary for the experimental group. Indeed,
the researcher deduced that adopting modern teaching methods is ultimately intrinsic to improving the
vocabulary level of students.
8.1 Limitations of the Study
Lack of time as well as the number of participants were issues encountered by the researcher; therefore, the
results of this study might not be entirely conclusive. In addition, due to the nature of the educational system in
Saudi Arabia, which separates face-to-face classes by gender, this study recruited only male participants given
the researcher’s gender.
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Appendix A
The Vocabulary Test

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