Beyond Drills: The Effects of Developmentally Aligned Vocabulary Games on EFL Speaking Among Taiwanese Elementary Learners

Ching-Wen Kao

doi:10.53893/fer.v1i1.511

Authors

Ching-Wen Kao National University of Tainan

DOI:

https://doi.org/10.53893/fer.v1i1.511

Keywords:

gamification, EFL speaking, Piaget's theory, cognitive development, concrete operational stage, elementary education, quasi experimental design, Taiwan

Abstract

This quasi-experimental study investigated whether English vocabulary games aligned with Piaget's concrete operational stage could improve the EFL speaking proficiency of elementary learners in a Taiwanese after-school setting. Twenty Grade 3–4 students (ages 8–10) were assigned to an experimental group (n = 10) receiving a 16-week game based intervention or a control group (n = 10) continuing with conventional drills. Speaking-related performance—self-efficacy, vocabulary use, and fluency—was measured via a Likert-scale questionnaire (Cronbach's α = .85). The experimental group showed large, statistically significant gains across all subscales, t (9) = 8.72, p < .001, d = 1.45, while the control group showed no change. Between group comparison confirmed a substantial posttest advantage, t (18) = 8.66, p < .001, d = 3.87. Qualitative responses corroborate the quantitative patterns. These findings suggest that developmentally aligned game design offers a theoretically grounded approach to supporting young EFL learners' speaking development.