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

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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.

Examines the impact of game-based instruction on vocabulary knowledge in exceptional children, highlighting teacher challenges.

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Shima Ghobadi (2026) studied this question.

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