The Effect of Game-Based Learning on English Vocabulary Acquisition among Three-Year-Old EFL Learners in a Private Educational Institution

This study examined the effect of game-based learning on English vocabulary acquisition among three-year-old EFL learners in a private educational institution. A quantitative pre-experimental design with a one-group pre-test and post-test structure was used during a six-month instructional period. The intervention incorporated age-appropriate game-based activities such as matching games, movement activities, object identification, songs, flashcards, memory games, and role-play. Vocabulary learning focused on receptive and productive knowledge through repeated visual, auditory, kinesthetic, and interactive exposure. Data were collected through a vocabulary pre-test and post-test, an observation checklist, and a teacher record sheet. The results showed an increase in the overall mean from 1.97 in the pre-test to 4.20 in the post-test. The strongest improvements were observed in the comprehension of simple instructions and vocabulary recognition, while oral vocabulary production also increased considerably. These findings suggest that game-based learning can provide developmentally appropriate and engaging opportunities for very young EFL learners to acquire and retain English vocabulary. The study highlights the importance of integrating structured play, repetition, movement, and multisensory resources into early childhood English instruction.