The effects of game-based practice on young learners’ vocabulary acquisition in learning Chinese Language

Abstract

This study investigated the effects of game-based practice on year three pupils‟ vocabulary acquisitions in the Chinese language classroom. Two different teaching practices were adopted, i.e. a game-based practice for the experimental group and a conventional based practice for the control group. The teaching program was the same for both groups. Each group had 30 pupils which were randomly assigned. Data was collected through a vocabulary acquisition test. Statistical results revealed that there were no significant differences between the two groups on vocabulary acquisition test. However, the middle vocabulary level pupils in the experimental group made significant improvement and performed as well as the high vocabulary level pupils. When tested separately, the pupils of high, middle and low vocabulary levels in the experimental group significantly performed better than those in the control group. These positive results offer a notable incentive to language teachers to include game-based practice in their teaching of vocabulary.