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This study examines whether interactive games improve vocabulary retention, student motivation, and active participation among seventh-grade learners. A mixed-method design combines pre- and post-test quantitative results with classroom observations and student questionnaires over two weeks. Findings show stronger vocabulary score gains and higher engagement, participation, and positive learning attitudes in the experimental group.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-effectiveness-of-using-interactive-games-in-teaching-english-vocabulary-to-secondary-school-students/414247/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-effectiveness-of-using-interactive-games-in-teaching-english-vocabulary-to-secondary-school-students/414247.png","ImageObject",300,407,{"name":92,"@type":93},"Fans","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-02","2026-09-28",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of the study?","Question",{"text":112,"@type":113},"The study evaluates the effectiveness of using interactive games to improve English vocabulary learning for secondary school students and examines their impact on engagement and motivation.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the research conducted?",{"text":117,"@type":113},"It used a mixed-method approach with pre-tests and post-tests plus qualitative data from classroom observations and student questionnaires over two weeks.",{"name":119,"@type":110,"acceptedAnswer":120},"What results were observed between the experimental and control groups?",{"text":121,"@type":113},"The experimental group showed significantly higher improvement in vocabulary scores and demonstrated higher participation, engagement, and positive attitudes toward learning compared with the control group.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},414247,1790796638,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":34,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},5909892330395,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","THE EFFECTIVENESS OF USING INTERACTIVE GAMES IN TEACHING ENGLISH VOCABULARY TO SECONDARY  \nSCHOOL STUDENTS  \nBahodirova Shakhinabonu Shakhobiddin kizi 1, Khasanova Yulduz Mukhtor kizi2  \n14th course student of Navai State University  \n2 Scientific supervisor,(PHD), Associate professor, NSU  \n[https://doi.org/10.5281/zenodo.20454376](https://doi.org/10.5281/zenodo.20454376)  \nAbstract. Interactive games have become an increasingly popular tool in teaching English vocabulary in secondary school classrooms. Despite their growing use, there remains limited research on how interactive games specifically affect vocabulary retention, student motivation, and active participation. This study aims to examine the effectiveness of interactive games in improving English vocabulary learning among secondary school students and to explore their impact on engagement and motivation. A mixed-method approach was employed, combining quantitative data from pre-tests and post-tests with qualitative data from classroom observations and student questionnaires. The study was conducted over two weeks with 20 seventh-grade students divided into experimental and control groups. The results showed that the experimental group demonstrated significantly higher improvement in vocabulary scores compared to the control group. Additionally, students exposed to interactive games displayed higher levels of participation, engagement, and positive attitudes toward learning. These findings suggest that interactive games are an effective and motivating approach to vocabulary instruction, contributing to better learning outcomes and more active classroom involvement.  \nKey words: interactive games, vocabulary learning, English language teaching, secondary school students, student engagement, learning motivation, game-based learning, vocabulary retention, classroom interaction, mixed-method research.  \nINTRODUCTION  \nPerhaps one of the most noticeable developments in modern language education is the increasing use of interactive games in English language classrooms. With the rapid development of communicative and student-centered teaching approaches, interactive games have become an effective tool for engaging learners and facilitating vocabulary acquisition among secondary school students. Such activities encourage participation, collaboration, and contextual learning, which are essential for developing a strong vocabulary base. Moreover, educational research has shown significant growth in the use of game-based learning strategies in language teaching, particularly in secondary education. Teachers increasingly integrate digital games, classroom competitions, and collaborative activities to enhance students’ motivation and participation during vocabulary lessons (Vo & Nguyen, 2023; Qiao, 2024) . However, despite the growing popularity of interactive games in language classrooms, there is still limited research examining how these methods influence vocabulary retention, students’ motivation, and their willingness to actively participate in English lessons (Amanda et al., 2025) .  \nIn this article, we examine the effectiveness of using interactive games in teaching English vocabulary to secondary school students. Special attention is given to how game-based activities influence students’ engagement, motivation, and vocabulary development. In addition, the study  \nexplores how different types of interactive games contribute to improving students’ vocabulary learning outcomes.  \nMETHODOLOGY  \nThis study aimed to investigate the effect of interactive games on increasing English vocabulary among secondary school students. The research used a mixed-method approach, combining both quantitative and qualitative research methods. Quantitative data were collected through pre-tests and post-tests, while qualitative data were collected through classroom observation and students’ feedback. The research was conducted during regular English classes over a period of two weeks. The use o","cbCaibuWrVkTx4qO","https://ap.wps.com/l/cbCaibuWrVkTx4qO","pdf",268389,"English","# Introduction\n# Methodology\n## Participants\n## Research Instruments","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"The study evaluates the effectiveness of using interactive games to improve English vocabulary learning for secondary school students and examines their impact on engagement and motivation.\"},{\"question\":\"How was the research conducted?\",\"answer\":\"It used a mixed-method approach with pre-tests and post-tests plus qualitative data from classroom observations and student questionnaires over two weeks.\"},{\"question\":\"What results were observed between the experimental and control groups?\",\"answer\":\"The experimental group showed significantly higher improvement in vocabulary scores and demonstrated higher participation, engagement, and positive attitudes toward learning compared with the control group.\"}]","THE EFFECTIVENESS OF USING INTERACTIVE GAMES IN TEACHING ENGLISH VOCABULARY TO SECONDARY SCHOOL STUDENTS | PDF",1790597090,18]