Language Teaching Research Quarterly

Trends in teaching and learning of English as Additional Language (EAL) have undergone a great transformation during the last century. At the same time, one of the most difficult aspects of learning English is still the retention of vocabulary. Traditional methodologies have often been the breeding ground of ineffective learning environments in which learners are reluctant to participate and do not feel being motivated. This paper attempts to highlight the efficiency of teaching vocabulary through playing card games. Students in both treatments read stories containing novel target words. Group 1 was asked to look up the words in a dictionary and to memorize them. Group 2 was to write out 12 difficult words for playing games. The next day the roles of the groups was changed. Both groups showed 47% and 53% gains for vocabulary perception respectively. The analysis on the spelling correction was carried out as well. Another study was conducted with two teams, given a group of new words, where only one group was asked to compose a story.  Results extend previous studies’ results on general benefits of novel word exposure in story contexts, and specific benefits for spelling and pronunciation practice in learning new words. It was concluded that through interactive approach students outscored more than while using traditional method of teaching English.