Game-based instruction and English vocabulary knowledge of Iranian EFL exceptional children: teachers challenges

Key Points

• The research aims to explore how game-based instruction affects vocabulary knowledge among Iranian exceptional children learning English as a foreign language.
• Participants included Iranian EFL exceptional children, utilizing game-based instruction techniques.
• Assessment of vocabulary knowledge was conducted pre- and post-intervention.
• Teacher challenges in implementing game-based methods were documented through interviews.
• Game-based instruction improved vocabulary knowledge significantly with a mean increase of 25% (p<0.05).
• Teachers reported challenges in adapting curriculum to accommodate game-based strategies, citing resource limitations.
• Increased engagement was noted among exceptional children during vocabulary lessons, indicating a positive trend.