Digital Games for Learning Vocabulary: The Effects on Foreign Language Anxiety, Buoyancy, Online Engagement, and Vocabulary Learning

Abstract

This study explored the effects of Digital Game-Based Vocabulary Learning (DGBVL) on foreign language anxiety, academic buoyancy, engagement, and vocabulary learning among English as a Foreign Language (EFL) learners. The research utilized a quasi-experimental design with pretest-posttest control groups. Participants were 40 lower-intermediate EFL, randomly assigned to experimental and control groups. Foreign language anxiety was measured using Spielberger's State-Trait Anxiety Inventory (STAI), academic buoyancy with Martin and Marsh's scale, and engagement with Dixon's scale. Vocabulary learning was assessed through teacher-made tests. Results indicated that DGBVL significantly reduces foreign language anxiety, enhances academic buoyancy, increases engagement, and improves vocabulary learning compared to traditional instruction. The study underscores the potential of DGBVL in creating dynamic and effective language learning environments, urging educators, materials developers, policymakers, and syllabus designers to consider its integration into language education practices. Future research should explore long-term effects and applicability across different proficiency levels.