Abstract
Vocabulary knowledge in second language learning is imperative in acquiring competence and mastery in the language. It is a fundamental competence that English Second Language (ESL) learners need to master as a wide vocabulary repertoire is necessary in aiding them to understand verbal and written communication. This literature review also highlights that Malaysian undergraduates’ learners are lacking in vocabulary mastery that caused drastic decline in their proficiency of both written and spoken English. The integration of educational online games in teaching vocabulary has a growing popularity due to the widespread belief on its potential to enrich learning process. This paper provides a literature review on the elements, interest, and challenges of the online games in ESL learners based on multiple past studies. It is proven in the literature that online games are potential tools in vocabulary learning as it raises learners’ learning satisfaction, and fosters autonomous learning among learners. Many studies have also proven that online games support the acquisition of 21st century skills. Nevertheless, in the eagerness to employ online games, it is imperative for educators to be aware of the challenges before making a wise decision to integrate online games as classroom activities.
Highlights
Most Malaysians use English as a Second Language (ESL) or a foreign language
This paper provides a literature review on the elements, interest, and challenges of the online games in English Second Language (ESL) learners based on multiple past studies
Learners’ satisfaction in language learning is more likely to increase with the appropriate use of pedagogical tools that are interesting and engaging learners in the learning process
Summary
Most Malaysians use English as a Second Language (ESL) or a foreign language. many Malaysian learners are reported to have limited number of English language vocabulary repertoires which contribute to their low proficiency level (D’Silva, 2019). Wang and Yamat (2019)’s findings on local Year Five participants (11 years old), indicate that many primary pupils throughout Malaysia have low vocabulary repertoire In other words, they are yet to achieve the standard set by the Malaysia Standard-Based Curriculum English Syllabus. Mohammad et al.’s findings (2018) indicate that many of the teacher-centered strategies are irrelevant to learners of today generation as they are heavily dependent on memorizing unfamiliar words with their definitions (Derakhshan & Khatir, 2015) and paired translations (Nejati et al, 2018) These learners who are known as the digital natives, are more fluent in the usage of technology and there is a growing demand of gamified teaching and learning in education (Chapman & Rich, 2018; Kessler, 2018). Teachers could make a wiser decision in integrating the online games in their own classroom context
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