The Role of Personalized-Game-Based-Learning Approach in Enhancing EFL Learners’ Vocabulary Learning and Psychological Health

Abstract

Traditional language learning methods endorse standardized content where all the diverse learners absorb vocabulary input in an obstinate and like manner. The one size fits all approach presents vocabulary in a stagnant learning environment as learners have to spend hours on the same seat absorbing all kind of input. However, one size never fits all, therefore personalized-games-based learning (henceforth, PGBL) approach emerged to offer a malleable content in the form of personalized games. This research foremost objective is to inspect the impact of PGBL on learners’ vocabulary learning and learners’ psychological health (emotional and mental health). Furthermore, this study aims to assess PGBL’s potency in increasing learners’ motivation and attention and fostering a healthy supportive learning environment. To ascertain PGBL merits in educational settings, we surveyed EFL learners, English teachers, and educational psychologists from different high schools. A mixed-methods approach design was chosen to collect both qualitative and quantitative data from the different participants through binary data collection instruments, namely questionnaires and interviews. The results brought light to the manifold benefits of the PGBL approach. The findings denote that PGBL is cogent in facilitating vocabulary processing and retention in learners’ memory. All along with that, PGBL induces positive emotions and happy hormones as it hampers negative emotions and inhibition for shy and intrinsic learners. In the same way, PGBL increases students’ motivation and maintains their interest and attention. Ergo, the study concluded that the PGBL approach promotes a safe and friendly EFL-classroom environment.