Task-Induced Lexical Engagement and Vocabulary Gains: Evidence from Scrabble-Mediated Instruction in a Nepalese EFL University Context

Abstract

Vocabulary is one of the crucial components of language learning, though traditional teaching methods often fail to engage learners actively in learning English. Guided by the Lexical Approach and Game-Based Learning Theory, this study examined the role of Scrabble-mediated tasks in enhancing EFL learners’ vocabulary knowledge. Using a pre-experimental research design, thirty students participated in a one-month Scrabble-based intervention. A set of pre-test and post-test, consisting of 50 marks across seven types of items, was administered to measure the effect of the Scrabble game in enhancing students' English Vocabulary. The results demonstrate that the Scrabble game brought significant change in EFL learners’ Vocabulary improvement. The findings highlighted that game-based learning can be a valuable aid to foster students’ English vocabulary, specifically in EFL contexts like Nepal. Moreover, the findings also contribute to both empirical knowledge and practical approaches in EFL instruction.