Using games to improve learning vocabulary for non-English-majored students at Bac Lieu university


  • Dao Thi Anh Nguyen Faculty of Education, Bac Lieu University, Viet Nam


Learning vocabulary, Games, Motivation, Practice


The fact is that teaching and learning vocabulary is one of the most complicated problems, and the traditional way of vocabulary instructions proves ineffective, and even worse, decreasing students’ interest and motivations in their study and work. An experimental case study was conducted with two respective classes at Bac Lieu University, Vietnam. Accordingly, in one experimental class, vocabulary was taught with the cooperative vocabulary games at the practice and revision stages. The results revealed that games could be used to improve non-English-majored students’ learning vocabulary at Bac Lieu University because of its following major effects. Firstly, games brought in relaxation and fun for students, thus helped them learn and retain new words more easily. In other words, students could be more interested in learning the vocabulary. Secondly, games usually involved friendly competition and they kept learners interested. These created the motivation for learners of English to get involved and participated actively in the learning activities. Finally, games created meaningful contexts for language practice. The more they practiced the more they could use the words. Then they learnt better and had higher results in their achievement as well.


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How to Cite

Nguyen, D. T. A. . (2021). Using games to improve learning vocabulary for non-English-majored students at Bac Lieu university. Journal of Social Sciences Advancement, 2(1), 30–38. Retrieved from



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