GAME-BASED LEARNING IN VOCABULARY TEACHING: EFFECTS ON RETENTION AND ENGAGEMENT AMONG NON-ENGLISH MAJORS AT FPT UNIVERSITY

Investigating effective vocabulary acquisition strategies for non-English majors, this research examines the impact of incorporating game-based learning (GBL) activities into the curriculum for second-year non-English majors at FPT University, Ho Chi Minh City. Utilising a mixed-methods research design, the study combines quantitative survey data on vocabulary retention and academic engagement with qualitative insights gathered through student interviews. The findings present compelling evidence for the benefits of GBL. Analysis revealed a significant boost in students' motivation towards learning English vocabulary and measurable improvements in their ability to retain and recall lexical items. Complementing these metrics, the qualitative data strongly suggested that GBL contributes positively to the classroom dynamic, fostering a more interactive, engaging, and supportive learning atmosphere than traditional approaches. Students reported a more enjoyable and practical learning experience. Therefore, this study concludes that the thoughtful integration of educational games is a highly effective pedagogical strategy in English language teaching, particularly valuable for motivating and improving the vocabulary acquisition of non-English major undergraduates in Vietnam. Keywords: Game-based learning; vocabulary instruction; non-English major students; educational games; English as a Foreign Language (EFL); higher education.