A Comparative Study of the Effectiveness of Digital Game-Based Learning vs. Traditional Instruction on Vocabulary Acquisition and Motivation in Beginner EFL Learners

This study explores the comparative effectiveness of Digital Game-Based Learning (DGBL) and Traditional Instruction (TI) on vocabulary acquisition and learner motivation among beginner-level English as a Foreign Language (EFL) learners. Drawing on social constructivist and multimedia learning theories, the research employs a quasi-experimental design involving ۸۰ learners from a private language institute, randomly divided into a DGBL group and a TI group. The DGBL group used a structured vocabulary curriculum integrated into interactive digital games, while the TI group received direct instruction through conventional classroom practices. Data were collected through pre- and post-tests on vocabulary knowledge, a validated motivation questionnaire, and semi-structured interviews. Results indicate that the DGBL group significantly outperformed the TI group in both vocabulary acquisition and motivational gain (p <.۰۰۱). The motivational effect size was large (Cohen's d = ۰.۹۱), suggesting that digital game environments foster not only cognitive retention but also emotional engagement. Interview analysis revealed enhanced learner autonomy, increased participation, and positive attitudes toward gamified learning. The findings align with recent research emphasizing the pedagogical potential of DGBL in fostering a learner-centered environment and suggest that gamification can serve as a powerful supplement to traditional EFL instruction. These results have direct implications for EFL curriculum design, teacher training, and policy development in technologically enabled language education.

Keywords:

Digital Game-Based Learning (DGBL) , Traditional Instruction , Vocabulary Acquisition , Learner Motivation , Beginner EFL Learners