Ludic activities to learn vocabulary in the EFL classroom

Abstract

For a long time, teachers have used quite often traditional strategies to teach vocabulary in EFL classes. Furthermore, they have disregarded the use of non-traditional strategies such as ludic activities because instructors have perceived games as time-filler activities rather than efficient strategies for teaching. As a consequence, students have not demonstrated a great interest in learning the target language. Hence, this research synthesis aimed to challenge such perception by providing important information about the use of ludic activities to learn vocabulary in the EFL classroom. This investigation considered an exploratory bibliographic approach. Thus, 20 studies were selected and reviewed in-depth, and four categories were determined to analyze the reported influence of using ludic activities to learn vocabulary in the EFL classroom. The findings of the analysis revealed that games enhanced students' vocabulary knowledge in terms of size and depth, that apprentices and educators contemplated games as efficient learning strategies, and that certain pedagogical implications such as considering students' background and educational needs are key elements for teachers to use ludic activities efficiently. Finally, it is strongly suggested that teachers implement games to teach EFL vocabulary.