Impacts of Wordwall Online Games on Vocabulary Retention and Attitudes Among EFL High School Learners

Enhancing English vocabulary learning through engaging technologies has become a priority in many countries, particularly in high school settings where limited vocabulary retention and low motivation often result from traditional instruction. In Vietnam, despite increasing interests in digital game-based learning, empirical research on its effectiveness in EFL classrooms remains little. To address this gap, this study explores the impact of Wordwall online games on students’ vocabulary retention and attitudes toward using a game-based platform for learning English vocabulary. A quasi-experimental research design was employed, involving a post-test-only strategy integrated with semi-structured interviews with two groups of 12^th graders in a public high school in the Mekong Delta of Vietnam.  The experimental group learned vocabulary using Wordwall for five months, and the control group followed traditional instruction. The findings indicated that Wordwall games not only enhance learners’ vocabulary retention but also promote learner engagement, motivation, and autonomy. Furthermore, integrating an accessible and engaging platform in vocabulary teaching can counter affective barriers on students’ learning and promote their sustained vocabulary practice beyond the classroom.