The THE EFFECTS OF GAME-BASED LEARNING ON ENGLISH VOCABULARY OF GRADE 1 STUDENTS AT A CHINESE PRIMARY SCHOOL IN SICHUAN

บทคัดย่อ

This study investigated the effects of game-based learning (GBL) on English vocabulary acquisition and student satisfaction among Grade 1 students at a primary school in Sichuan, China, addressing a gap in empirical work at the early primary level. A mixed-methods design combined a one-group pre/post-test with a brief satisfaction survey and structured classroom observations. Thirty Grade 1 students (ages 6–7) participated in eight 50-minute GBL lessons delivered across four weeks and aligned to the People’s Education Press (PEP) Grade 1 English curriculum. Instruments included parallel vocabulary tests (pre/post), a ten-item three-point Likert questionnaire, and an observation checklist capturing participation, affect, cooperation, vocabulary use, and teacher feedback. Quantitative results showed a statistically significant gain from pre-test ( = 48.33, SD = 13.956) to post-test ( = 66.43, SD = 8.799), t(29) = 8.671, p < .001. Satisfaction was uniformly high across enjoyment, engagement, memory retention, and application. Observations documented strong attention, positive emotions, and frequent accurate use of target vocabulary. The findings indicate that short, curriculum-aligned GBL sequences can accelerate early EFL vocabulary learning while sustaining high learner satisfaction. Practical recommendations and a conceptual framework for implementation are provided, providing evidence for the pedagogical value of interactive, student-centered approaches in primary-level language education.