Enhancing Vocabulary Acquisition in Pakistani ESL Learners Through Video Games: An Experimental Study

Abstract

This study explores video games' effectiveness for vocabulary acquisition among Pakistani ESL learners versus traditional methods, aligning with UN SDG 4: Quality Education to promote innovative, inclusive learning. A quasi-experimental design was utilized, involving second-semester undergraduate students who were divided into control and experimental groups. A pre-test was administered to assess participants' baseline vocabulary knowledge, followed by a post-test after a two-week intervention. During this period, the control group was taught vocabulary using traditional methods, while the experimental group engaged with the immersive video game Atlantis Odyssey: Adventure. The experimental group showed significant improvement in the vocabulary scores, with a large effect size, suggesting that video games can effectively enhance vocabulary retention and student engagement. Additionally, qualitative data gathered through semi-structured interviews highlighted themes such as immersive engagement, contextual learning, and the potential benefits of combining gaming with traditional instructional methods. The participants reported that the acquisition of natural language was enhanced, and their confidence in using new vocabulary was stronger because of the enjoyable nature of video games. These judgments suggest that gamified learning strategies may offer an effective and engaging alternative to traditional vocabulary instruction in ESL education. The long-term effects of learning through video games should be examined as future research, and if so, whether the language skills learned this way can be generalized to other language domains.