The Delayed Effect of Wordwall on EFL Learners' Vocabulary Achievement in Elementary School-Level

Abstract

This study investigated the delayed effect of Wordwall on students' vocabulary achievement in elementary school students. Teaching vocabulary to young learners was important in establishing language skills. However, EFL students in primary school still lack vocabulary, and they struggle to pronounce and understand the meanings of foreign words. Therefore, an interactive learning tool such as Wordwall was employed to support English vocabulary learning. This study used a pre-experimental design with one group pre-test, post-test, and delayed post-test. The participants were fifth-grade of elementary students which the total number of students were thirty students. The data was collected with pre-test which conducted before the treatment, post-test which conducted immediately after treatment, and delayed post test conducted two weeks after the treatment. The data was analyzed by using descriptive statistics and the Wilcoxon Signed-Rank test. The findings revealed that students' vocabulary achievement significantly increased after using Wordwall as a digital learning. In addition, the delayed post-test results indicated that students' vocabulary retention were stable, which means that students can retain their memory of the new words learned during the treatment. These findings suggest that Wordwall was an effective learning tool for encreasing students' vocabulary and supporting vocabulary retention in English vocabulary learning.