The effects of word games on Iranian elementary EFL learners’ vocabulary achievement

Due to the less successful results of traditional methods of vocabulary learning, such as memorization and translation, new ways of learning and retaining vocabulary items have recently been investigated by researchers and tried by instructors. Using word games has been suggested as a promising way to teach vocabulary items and to transform vocabulary knowledge from passive to active. The present study aimed to find the effects of word games on Iranian elementary EFL learners’ vocabulary achievement. 60 (N=60) Iranian elementary students were randomly divided into a control and an experimental groups; they took a vocabulary pre-test and a post-test. Descriptive and inferential statistics were used to analyze the scores obtained from the two groups. To find any probable differences in the achievements of the two groups, a mixed between-within design ANOVA was conducted. Results are reported, and implications for the teaching of vocabulary items are discussed.