Language Teaching Research Quarterly

Vocabulary acquisition is one of the most challenging aspects of mastering a second language. Even though students may comprehend new vocabulary, they often struggle with retaining that information. The use of so-called shallow vocabulary learning strategies such as simple memorization and repetition drills can hinder vocabulary learning. This study investigates the use of a board game as a way to encourage independent vocabulary practice outside of the classroom and promote the use of complex strategies such as grouping and associations to help with word retention. Since motivation is a driving force behind successful learning, this study sought to examine whether the use of a board game Code names could result in greater vocabulary learning and help to promote independent practice of the target vocabulary outside of class. This pilot study was conducted at a large Midwestern university with intermediate level ESL students of listening and reading classes. The game was anticipated to help the students go beyond simple memorization when practicing course vocabulary. The findings showed that although the use of the game did not result in greater vocabulary learning, it did result in increased motivation and enjoyment of vocabulary practice. Possible ways of adapting the game concept for course specific vocabulary practice are also discussed.