The Effect of Digital Game-Based Learning on Receptive and Productive Vocabulary Acquisition and Creative Reading Skills in Teaching English as a Foreign Language at Primary School Level

Abstract

This study aims to examine the effect of the Digital Game-Based Learning (DGBL) method on English vocabulary acquisition (in receptive and productive dimensions) and creative reading skills of 4th-grade primary school students within the context of integrating digital technologies into educational environments. Based on the fact that traditional language teaching methods are insufficient in meeting the cognitive and affective needs of digital natives, referred to as "Generation Z" and "Generation Alpha," this research is constructed on a quantitatively weighted quasi-experimental design that can reveal cause-and-effect relationships more clearly than action research. The theoretical foundation of the research is based on Fredrickson's "Broaden-and-Build" theory and Nation's vocabulary knowledge model. The study was carried out on a total of 60 students (30 experimental, 30 control) over a 10-week period (2 weeks preparation, 8 weeks implementation) in the fall semester of the 2024-2025 academic year. The "Vocabulary Achievement Test" (VAT) and "Creative Reading Skills Scale," whose validity and reliability studies were conducted, were used as data collection tools. Findings showed that the experimental group achieved statistically significantly higher success (p<.001) than the control group in both receptive and productive vocabulary knowledge and creative reading skills, including the sub-dimensions of fluency, flexibility, and originality. Furthermore, it was determined that digital games reduced foreign language learning anxiety and positively affected attitudes toward the lesson. This research proves that gamification is not only a motivational tool but also an effective teaching strategy that deepens cognitive processes.