International Journal of Academic Research in Progressive Education and

Development
Vol. 1 1 , No. 1, 2022, E-ISSN: 2 2 2 6 -6348 © 2022 HRMARS

Boosting Vocabulary Mastery in Primary School Pupils by

Revolutionizing Wordwall through C&K
Vanisa Magasvaran, Jennie Ukat, Melor Md Yunus
To Link this Article: http://dx.doi.org/10.6007/IJARPED/v11-i1/11852 DOI:10.6007/IJARPED/v11-i1/11852

Received: 06 November 2021, Revised: 03 December 2021, Accepted: 30 December 2021

Published Online: 08 January 2022

In-Text Citation: (Magasvaran et al., 2022)

To Cite this Article: Magasvaran, V., Ukat, J., & Yunus, M. M. (2022). Boosting Vocabulary Mastery in Primary
School Pupils by Revolutionizing Wordwall through C&K. International Journal of Academic Research in
Progressive Education and Development, 11(1), 72–83.
Copyright: © 2022 The Author(s)
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Boosting Vocabulary Mastery in Primary School

Pupils by Revolutionizing Wordwall through C&K
Vanisa Magasvaran, Jennie Ukat, Melor Md Yunus
Faculty of Education, Universiti Kebangsaan Malaysia, UKM Bangi, Selangor, Malaysia
Email: [email protected], [email protected], [email protected]

Abstract
Interactive online educational games function as an important learning tool in helping young
learners to improve their English language vocabulary mastery especially when remote
learning is significant during the Covid-19 pandemic. Problems arise when pupils are seen to
be struggling with developing new vocabulary. Therefore, in order to improve pupils’
vocabulary mastery, this study aims to design, develop and evaluate the effectiveness of using
C&K in an English as Second Language (ESL) classroom. The objective of this research is to see
to what extent C & K helps in enhancing vocabulary development. A quantitative study was
conducted. It involved 30 primary 3 students, all of which had varying degrees of academic
ability. Before the innovation, a pre test was conducted and a post-test was conducted after
the innovation. Then, a survey form was used to get feedback from pupils about C&K. To
effectively employ Wordwall as a suitable base for carrying out the desired games, a well
organized module is constructed. This idea advocated that well-organized online games be
incorporated in ESL lessons since games are a kind of motivation that may capture and hold
pupils' attention and knowledge, helping them to become more involved in learning. The pre-
and post-test analysis indicate that C&K had successfully improved vocabulary knowledge
among year 3 pupils. According to the survey, C&K is reliable and pupil-friendly material for
year 3 pupils. As a result, the innovation's significance is that it provides a system of
customized games for the teaching and learning of English vocabulary, that is advantageous
for learners and teachers.
Keywords: Innovation, Covid-19, Primary School Pupils, Wordwall, Vocabulary Mastery

Introduction
Covid-19 interrupts pupils' lives as it forces them to socially isolate themselves in order to
prevent the virus from spreading further. As a result, it has been critical to develop
educational technologies that are compatible with remote learning in order to improve
remote teaching and learning sessions. As a result, according to Johnson et al., (2020), to
ensure that social distancing is practised, nearly all instruction has been shifted to remote
education. Online interactions have become feasible as a result of continual advancements in
digital technology. As a result, a lot of effort has gone into developing innovative teaching
approaches or materials that boost pupils' interest and enthusiasm while simultaneously
maximising their knowledge acquisition, especially in ESL classrooms. Madut and Yunus

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(2016) also mentioned that utilizing creative materials in the classroom is a distinct technique
of teaching that may benefit students' learning and teaching experiences.
Young learners have the biggest impact upon the The Ministry of Education's (MOE)
initiative to transition traditional face-to-face classrooms to virtual learning (Kamarudin,
2020) as they are still building the foundation of their learning experiences. The drawbacks of
being socially isolated is that there will be less possibilities of socialization. Young learners
also will miss out experiencing the supportive school atmosphere where new vocabulary
could be acquired. According to a study by Dong, Chua, and Li (2020), poor learning outcomes
are caused by a lack of a learning environment and social interactions for young children.
Furthermore, to equip pupils with 21st-century abilities, they should be taught adopting a
21st-century teaching strategy (Pamela et al., 2016), and ICT can be used as a learning tool in
education (Yunus et al., 2013). According to Sivagnanam and Yunus (2020), vocabulary study
is a comprehensive strategy used for second language acquisition since it is one of the most
important components of language learning.
Gamification seems to have the potential to assist students in the learning process
more effectively (Koivisto & Hamari, 2019). According to Vartanian & Beatty, (2015), games
have elements that develop creativity while Toh & Kirschner, (2020) said that games could
enhance information acquisition. Waytz & Gray, (2018) believes that games could boost one's
mental health while, Valkenburg & Peter, (2009) indicated that it could minimize feeling
isolated. Wordwall is one of the easiest methods to gamify education by allowing students to
test their knowledge on a platform using various sorts of games as indicated by Cruea, (2020).
Wordwall, on the other hand, has a wide variety of games, and teachers must be aware of the
”how” in managing a gamified learning environment that is both helpful and productive for
young students.
This study focuses on 9-year-old young learners living in an era of social distancing and
technology advancing rapidly. Thus, online games have a considerable impact on vocabulary
acquisition. It's also pointless to play games for educational reasons if you don't have the right
materials. During their learning, pupils are observed to have difficulty developing new words.
Hence, C&K is developed and has been devised by the researchers.
Several studies have been conducted in the past that examine the influence of utilising the
Wordwall tool in ESL, such as the publications by Cil (2021); Hasram et al (2021). The
significance of this research is that it focuses on an innovative module that provides a new
method of improving vocabulary through the use of Wordwall. Teachers will profit from this
innovation since it will enable them to use Wordwall in their classrooms in a systematic way.
The primary aim of this research is to design, develop, and analyse the efficacy of employing
C&K while adapting the Wordwall platform to help students enhance their vocabulary
mastery.
This study would also investigate to what extent C & K assists in enhancing vocabulary
mastery.
Therefore, this article contains the aspects of designing C&K, developing C&K, and
evaluating C&K in vocabulary mastery among 9 years old pupils. Additionally, with this
innovation, pupils should be able to improve their gamified learning quality and teachers will
have a new means to make better decisions on incorporating Wordwall in their own
classroom. The following research questions are further discussed in this study:
1. Does C&K able to improve English language vocabulary mastery among Year 3
primary school pupils?
2. What are the perceptions of Year 3 primary school pupils’ on employing C&K

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in learning vocabulary?

Literature Review
Vocabulary in learning the English language
Listening, speaking, reading, and writing is the foundation of mastering the English language.
Vocabulary mastery definity a kick start to mastering the language. As stated by Moody et al.,
(2018), the procedures of expanding one’s vocabulary comprises noticing, retrieving, and
creatively using specific terms which are also supported by Kanellopoulou et al., (2019). It
does help learners to learn new vocabulary when they come across unexpected words or
phrases. Besides, more words are stored and embedded significantly in pupils mind as
suggested by (Atikah & Rezki, 2018; Boers et al., 2017).
According to Anggrarini (2018), 40 percent of vocabulary learning activity involves
repeating words always playing in learners’ minds. The fact that non-native English Speakers
also have problems with new words' meaning, pronunciation, spelling, correct word usage,
guessing meaning from a context and other concerns is supported by practitioners. Previous
researchers also emphasize that vocabulary acquisition is indeed a difficult task to be
integrated. Nejati et al (2018) highlighted that English Second Language (ESL) students with
poor lexicon usually encounter hurdles when it comes to common reading comprehension
and understanding or applying syntax rules while using the language. Thus, vocabulary
mastery is vital for smooth and efficient communication. This statement is also supported by
Sidek and Ab. Rahim (2015), states the insufficiency of vocabulary knowledge can affect four
language skills, speaking, writing, reading and listening.

Gamification in Learning English

The concept of introducing digitally programmed games into English language education isn't
regarded to be a novel idea. Gamification is described as the use of properties commonly
associated with video games in non-gaming environments. When using gamification in the
educational context of a second language learner (L2), pedagogical approaches, methods, and
techniques apply. The psychological foundations are used by the researchers such as flow
theory, self-determination theory, self-efficacy theory, supported by previous studies of
gamification by (Cherry, 2017; Tandon, 2017). Combining these three approaches shed light
on the advantages of online games or gamification especially in learning language. As
presented by Juho Hamari (2017) provided a study that linked game outline and positive
motivation in bridging gap between learning theory and gamification elements. This study as
stated by Hamari et al (2017) that a significant numbers of dissertations associate study and
inspiration increased abruptly for the last eight years period. The number of studies linking
learning and motivation has increased significantly over the last eight years, highlighting the
interests and potential of gamification. Moreover, immersive online games improve linguistic
acquisition which focuses on less knowledgeable L2 secondary school pupils (Andreani and
Ying, 2019).
After the induction of portable applications for literary vocabulary acquisition, pupils'
mastery in English vocabulary has increased significantly. This statement is also supported by
Bakhsh (2016), which stated that the way of human thinking is built around game features,
allowing pupils to resolve difficulties and attract pupils in immersive learning. Chapman &
Rich (2018); Anetal (2015); Azli et al (2018) Students have found that they can learn English
better with mobile games. As a result, gamification is a fresh insight that fits for learning
English, especially vocabulary.

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Wordwall and the Learning of English Vocabulary

Wordwall is the perfect game platform for drilling practicing vocabulary (Hasram, et al.2020)
as it provides a variety of game formats that are useful to the selected crowd of pupils, in this
scenario primary school pupils. “Teachers can use Wordwall to facilitate word analysis,
provide models of word misspelling, and increase the vocabulary of their field of study," says
(Brabham and Villaume, 2021). Max Brand (2014) supports this specific idea by indicating that
Wordwall supports student vocabulary development. On the other hand, it is critical to select
a game that is both amusing and has learning objectives. This is because there are
educationally valuable games that are not very fun. Jantke and Hume (2015) are the two
authors who wrote about this topic.
Choosing the right resources is essential for thriving implementation theory in
learning with mobile learning, as it can bridge the gap between education and joy, attract
learners' attention and motivate them to learn. According to Pearson et al. (2017), bridging
gaps in vocabulary learning may be accomplished by actively and systematically teaching
pupils language. It is necessary to provide an adaptive and coordinated educational system to
meet the needs of different learners with different needs and characteristics. In order to
deliver customized content, the following four modules are required: the main knowledge
and the layout of the system’s knowledge database is embedded in the expert module; the
pupils workbook is then accountable for gathering important knowledge regarding the
student and keeping it in the pupils model; while, the tutoring or the mentoring module is
responsible for the needs-based design of learning materials and the interface module for
providing the right resources, (Pearson et al., 2017).

Methodology
Research Design
This study uses quantitative survey design to further understand how this C&K innovation can
help students improve their vocabulary skills.

Research Participants
33 primary school pupils from a public primary school in Malaysia participated in this study.
Participants consisted of 14 boys and 16 girls with mixed skills, 16 in band 4 and 14 in band 5,
according to the School Based Assessment or Pentaksiran Bilik Darjah (PBD). Participants were
selected using the convenience sample method because they attended the same school as
the researcher. This made the research much easier and time saver. This action also in line
with Sabbah (2015), respondents are selected based on their accessibility to researchers.

Research Instrument
All the instruments used are validated by one associate professor in Teaching English as
Second Language (TESL) field, two senior primary school English language teachers in order
to maintain the reliability and validity of the instruments. The instruments used are pre-test
done on the beginning of implementing the intervention and then the post-test at the end of
implementing the intervention. A survey feedback form is used to collect perceptions of the
participants on C&K.

Data Collection Method and Analysis

We used a descriptive analysis, a percentage of frequency distribution to analyze data from
pre-tests, post-tests, and surveys. In the pretest, there are 25 multiple-choice questions about

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the vocabulary of the textbook Get Smart Year 3. The pretest was developed to assess
students' language skills before implementing C&K through an interactive Wordwall. Next, an
post-exam comprising 25 multiple-choice questions (MCQ) was conducted, where the words
used are the same with the pre-exam conducted in the next grade. Post-test is important to
see how the pupils achieve after applying the innovation C&K. We further triangulated the
data by analysing the document and conducted a survey to collect pupils feedback about the
intervention. Feedback survey was distributed by using Google Form which included a 10 item
questionnaire that was adapted from Maphosa, Dube, and Jita (2020) by using an integrated
technology adoption and the perceived of usefulness theory (UTAUT) framework. Part 1 of
the questionnaire asked about the background of the participants, and Part 2 asked their
opinions about the innovation C&K on three scales: Agree, not sure and disagree.

Research Procedures
ADDIE model is employed to systematically create this innovation. Participants were pre-
tested prior to the innovative intervention. Then, by tailoring structure and contents to the
specificities and requirements of the learners, the innovation is then designed and developed.
English Year 3, Get Smart Textbook acts as a reference to construct C&K by utilizing the
Wordwall platform. QR codes are used to keep the C&K modules systematically. The QR codes
are also easy to be shared among pupils and it is used to share the materials with the pupils.
It is simple to use since pupils simply have to scan QR codes, and teachers may upload all of
the necessary learning resources embedded in these codes, (Kar and Kim, 2021).
The first module contains games such as Hangman and also Find the Match. The next
module contains Group Sort and the Conveyor Belt. Quiz and the unjumbled activity are used
in the third module. Soundtracks, animations, and pictures are all included in these game
concepts. The aforementioned notion is supported by the game template and content
selection. The pretest is run first and then the first round of intervention takes place in the
next class. The consecutive intervention rounds were conducted in the following classes.
Innovative interventions are implemented in online classes using the Zoom application
throughout the lesson. After that, a post-test was conducted in the next grade. With the help
of the questionnaire, student opinions on C&K innovation were also collected. Picture 1 shows
a QR code layout of the innovation, while Picture 2 shows an example of a game created with
the Wordwall template.

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Picture 1: C&K QR codes layout.

Picture 2 : Game sample

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Result and Discussion

The results and discussion of employing C&K in improving English language vocabulary in a
primary school context are further elaborated below.

Table 1 : Pre-Test and Post-Test results.

The results for pre-test and post-test are shown in table 1. The marks are then
classified into grades based on the Malaysian educational system. A is the highest grade,
followed by B, C, D, E, and F. The last grade, an F, is a failing grade. The students' grades
improved considerably after using WordWall to implement "C&K," with no students obtaining
a F on the post-test, compared to six students failing the vocabulary test on the pre-test.The
results show that 28 students received an A on the post-test, but only three received an A on
the pre-test. According to Hamari (2017), gamification is a technique for bridging the gap
between educational theory and game elements. According to Andreani and Ying (2019),
students with low proficiency can enhance their language acquisition abilities by playing
interactive online games. Online games integrate reasoning skills to address issues and
engage pupils in interactive learning, (Bakhsh, 2016; Chapman & Rich, 2018). As a result,
gamification is a reliable and relevant idea or concept for application in English language
acquisition, especially vocabulary mastering. As a result of the improvement in score, C&K
appeared to have a favourable impact on students' ESL vocabulary mastery.

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Table two: Participants’ Insight on C&K via Wordwall

Table two represents thirty participants' thoughts on the game "C&K." According to
the Unified Theory of Acceptance and Use of Technology (UTAUT) framework, the majority of
the participants have efficacious and positive answers toward the implementation as in terms
of assisting them in improving their vocabulary mastery. The performance expectancy of the
C&K innovation was tested, and all participants agreed that it increased their vocabulary.
Additionally, they all believe that the innovation has enhanced their excitement for learning
English. Participants also portray a good or positive behaviour toward endeavour demands,
with twenty nine out of thirty participants admitting C&K is simple to utilise or practise and
one participant disagree with the statement. Furthermore, only one of them is undecided
about the idea, while the others agree; not enjoyable when using C&K via wordwall.
Majority of the participants also agree that this innovation is the latest and
modernized way of learning approach. Besides, twenty three out of thirty participants were
also in favour with the statement where teacher, friends and family encourage them in
utilising C&K via wordwall, while only seven undecided. Enabling elements are associated with
high adoption rates, with 100% admitting that they are equipped with facilities and internet
connection which enable them to participate in the intervention, thirty percent in favour that
they do have the expertise and capable of playing “C&K” games modules by themselves.
Finally, only one out of every 30 responders is undecided about whether or not they would
integrate or take part in the innovation in the upcoming classroom activities, while the rest
are certain. Learning vocabulary with Wordwall's “C&K” game is an excellent idea, according
to 96.67 percent of respondents. As quoted by (Laremenko, 2017; Yunus et al., 2019),
gamification in education is both motivating, exciting at the same time. This fact is also
supported by Azli et al., (2015); Letchumanan et al., (2015) who stated that pupils enjoy
studying English better if they play online games. To conclude, based on the UTAUT paradigm,
participants receive constructive comments or feedback where they are driven to utilise
“C&K” in their future classroom activities.
In a nutshell, it is proven that pupils motivation in learning English shows positive
feedbacks. According to (Shakir et al., 2020). ESL learners have a higher tendency to have a
positive attitude and higher motivation in learning English when they are provided with

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supporting environmental elements such as supports from parents, peers and teachers.
Besides, the importance of motivation in enhancing second language learning cannot be
underestimated (Jemima et al., 2017). According to Williyam et al (2016), using games to draw
pupils' attention and motivate them is beneficial because games allow social interaction with
other pupils in virtual learning. As a result, the use of gamification in education enhanced
student motivation since they enjoyed learning English vocabulary through games in class.

Recommendations and Conclusion

To conclude, the use of C&K has aided Year 3 children in improving their vocabulary
proficiency. The fact that an increase of scores in the post test indicated that C&K has a
positive impact on pupils’ vocabulary level hence C&K should be employed in the teaching
and learning sessions. Furthermore, the response to the use of C&K has been overwhelmingly
positive, with the majority of participants feeling that C&K is a good concept, hence it is also
suggested for use in a regular face-to-face classroom. This study, on the other hand, is limited
to pupils with reliable internet access and sufficient technology. Future research should focus
on promoting the innovation to a larger audience. The innovation and this study are
significant because they give a system of personalised games for the teaching and learning of
English vocabulary that is beneficial to both students and teachers. Wordwall is a strong
platform for using educational games in teaching and learning, thus having the right platform
to use it is crucial.
Future research should look at the influence of C&K on higher levels of education, such
as secondary schools or postsecondary institutions. In order to have a positive effect through
gamified learning, it is vital to understand the objective of integrating games in language
learning sessions while also establishing means for integrating or producing educational
games. In a nutshell, C&K has proved successful in capturing and sustaining vocabulary
knowledge as it works as a form of motivation as well during distant learning in a pandemic.

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