USING WORDWALL APPLICATION TO ENHANCE ENGLISH VOCABULARY RETENTION FOR 7TH GRADER STUDENTS AT A LOWER SECONDARY SCHOOL IN THAI NGUYEN

This study investigates the effectiveness of using the Wordwall application to enhance English vocabulary retention among seventh-grade students at a lower secondary school in Thai Nguyen province. The research also explores students’ attitudes toward learning vocabulary through this game-based application. Adopting an action research design, the study was conducted over eight weeks with 45 students from class 7A1. The intervention incorporated Wordwall activities into vocabulary lessons. Data were collected using pre-tests, post-tests, questionnaires, and semi-structured interviews. Quantitative data were analyzed using paired-sample t-tests, while qualitative data provided insights into learners’ perceptions. Findings revealed a significant improvement in students’ vocabulary retention after the intervention. The post-test mean score (M = 16.56) was notably higher than the pre-test mean score (M = 9.82), with t = 14.782, p < 0.001, indicating a statistically significant effect. Questionnaire and interview results showed that most students held positive attitudes toward the use of Wordwall, reporting increased motivation, engagement, and confidence in using new vocabulary. The study concludes that Wordwall is an effective and engaging tool for improving vocabulary retention and fostering learner autonomy in EFL classrooms. It suggests that English teachers should integrate game-based digital tools into vocabulary instruction to make learning more interactive and effective.