Young Learners’ Classroom Engagement in Wordwall-Based Vocabulary Learning Activities

Abstract

Vocabulary is a crucial aspect of English language in teaching young learners because it helps the improving of other language skills. However, vocabulary instruction in EFL classrooms may become less effective when classroom activities are repetitive and less engaging. Therefore, teachers need innovative learning media that can increase students’ participation and motivation during classroom activities. One of the digital learning platforms that can be utilized in vocabulary instruction is Wordwall. This study aims to explore young learners’ classroom engagement in Wordwall-based vocabulary learning activities. This study applied a qualitative research design in investigating young learners in an elementary school EFL classroom. The data of this study were collected through classroom observations, semi-structured interviews, and documentation. The findings showed that Wordwall-based activities influenced students’ active participation, enthusiasm, interaction, and motivation during vocabulary learning activities. Students seem more engaged when learning vocabulary in using interactive games and visual-based activities. The use of Wordwall created a more enjoyable classroom that encouraged students in collaborative learning. The study also found several challenges, including classroom uncondusive and technical issues during the activities. The findings of this study suggest that Wordwall-based activities can support engaging vocabulary instruction for young learners in EFL classrooms. This study is expected to contribute to the application of technology-assisted vocabulary learning for young learners.