Game-based Learning for English Vocabulary Learning in Rural Primary Schools: Evidence from a Quasi-experimental Mixed-methods Study in Sri Lanka

Abstract

English vocabulary development remains a persistent challenge for primary school learners in rural Sri Lankan contexts, where exposure to English outside the classroom is often limited and instruction is commonly teacher-centred. This study examined the use of game-based learning to improve English vocabulary acquisition among Grade 5 students in rural primary schools in the Kurunegala District of Sri Lanka. A quasi-experimental mixed-methods design was used with 100 students from five government schools and five English language teachers. The intervention was implemented in two consecutive instructional phases. In the first phase, ten syllabus-based vocabulary items were taught through the traditional direct method. In the second phase, an equivalent set of ten vocabulary items was taught through a low-cost, non-digital word-building game. Vocabulary dictation tests were administered after each phase, and semi-structured teacher interviews were conducted to explore classroom engagement, learner participation, feasibility, and implementation challenges. Descriptive analysis showed that the overall vocabulary success rate increased from 45% after direct-method instruction to 67% after game-based learning, with improvements recorded across all five schools. School-level gains ranged from 20 to 30 percentage points. Teacher interviews indicated that the game-based approach supported greater learner engagement, motivation, peer collaboration, and willingness to participate. Teachers also reported practical concerns related to lesson time, classroom control, and the need for structured planning support. The findings suggest that non-digital game-based learning can be a contextually feasible strategy for supporting vocabulary practice in under-resourced rural classrooms. However, further studies using larger samples, control groups, inferential analysis, and longer-term follow-up are needed before stronger conclusions can be drawn about effectiveness and retention.