Journal of Education, Humanities and Social Sciences EPHHR 2022

Volume 8 (2023)

Using Mobile game-based English Vocabulary Learning Apps

to Improve Vocabulary Acquisition in Primary School
Junjie Shen*
Faculty of Arts, Hong Kong Baptist University, Hong Kong, China
*Corresponding author: 21445249@life.hkbu.edu.hk
Abstract. With the rapid development of game-based word memorization apps, little evidence
suggests that it to some extent, affects students' vocabulary acquisition. This paper aims to identify
whether mobile learning apps with game functions would have a positive influence on primary school
students' English word learning. Also, this paper describes the function, acceptability, and problem,
thereby providing several suggestions for game-based English vocabulary learning apps. The
conclusion is that mobile game-based vocabulary learning app largely motivates students to learn
English words.
Keywords: Mobile learning, Game-based learning, Motivation, Vocabulary acquisition.

1. Introduction
The prevailing international influence of English enables English learning to be a crucial
component of China's education. Word acquisition is the core of language learning [1]. The majority
of learners, however, believe that memorizing English words is a tedious task. It has been found that
traditional vocabulary teaching methods negatively affect learners' attitudes towards learning [2].
Fortunately, as technology has developed, using mobile phones to access information and knowledge
has become more popular [3, 4]. Based on previous studies, apps with games that help students learn
vocabulary can motivate them, enhance their learning effectiveness, and increase their satisfaction
with their learning [5, 6]. Therefore, this study aims to investigate whether game-based English
vocabulary apps are helpful for primary teachers, students, and their parents to understand what are
potential problems, and what are the practical ways of these apps to solve problems.

2. Mobile Phone Learning

2.1. Mobile Learning
It can be beneficial for students to study by using mobile learning apps outside of the classroom.
A mixed-method study was conducted by two researchers to assess undergraduate students'
vocabulary learning performance by using their cell phones [7]. During the six weeks of the study,
60 students were randomly selected for two test groups based on their university entrance exam scores
and placed in either an experimental or control group. The way the experimental group used is to
utilize mobile learning. The control group, in comparison, learned vocabulary by traditional methods.
By analyzing the results of the two groups pretest and post-test, as well as talking with members of
the experimental group, it has been proven that mobile learning is helpful for students’ vocabulary
acquisition [7]. Besides, students at universities offered positive opinions, stating that they felt more
motivated than before [8, 9]. All 51 undergraduate students were chosen by Kohnke, Zhang, and Zou,
who were native Chinese speakers with English as their second language. A quantitative study was
carried out to evaluate how well the participants remembered business vocabulary between the pretest
and posttest after a month. They underlined the value of mobile phones in helping individuals learn
business terms [10]. More evidence about the influence of mobile learning on younger learners is
given by Sandberg. In his study of how mobile technology can enhance education, he made three
groups composed of fifth graders. Each group learned the same materials, and two of them used the
mobile app as an extension of their learning, while the third group used it most frequently [11]. It
appears that students in the third group were most motivated by the app and the mobile learning app

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contributed to their learning. In addition, it shows that it is possible to use mobile learning in both
classroom and non-classroom settings because it can take place wherever there is internet access
The current mobile learning app for English word learning mainly has two categories according to
the functional classification. The function of the first type of app is to look up words, such as Baidu
translation, PowerWord, Youdao Dictionary, and Eudic, a series of electronic dictionaries. The main
purpose of these apps is to help users to do a quick search for words they do not know. When users
encounter words they do not recognize, it is convenient for them to use these apps to quickly find out
the words’ meanings and can add the words to the word list for further review later. The example
sentences and the pronunciation of words in these apps can also assist users in understanding the
meaning of words. This kind of app is more similar to a temporary storage place for the user's
vocabulary. The second category is the word memorization apps, such as BaiCiZhan, Bubei Word,
Shanbay Word, and MoMo Word, which are widely used in China. These apps cover many English
tests word lists, including junior and senior high school, IELTS, TOEFL, SAT, GMAT, etc. It is
beneficial for students to memorize words at any time, in anywhere, with these apps, which eliminates
the necessity of buying and carrying heavy vocabulary books. In addition, these apps allow users to
schedule the number of words they should memorize each day according to their exam schedules,
allowing them to allocate time accordingly.
2.2. Mobile Game-based Learning
Mobile learning apps provide a more convenient option for people to learn English. However, the
emergence of English learning apps that combine mobile learning apps and mobile games has
stimulated even more innovative learning strategies both inside and outside the classroom. Because
of this, mobile game-based learning (MGBL) has become a viable alternative to traditional teaching
and learning methods, especially for the younger generation. A study performed by three researchers
investigated the relationship between learning words and using a mobile game-based learning app.
This is a mobile learning app designed with and without game functions. In the experiment, the
students who used the game function in this application performed better on vocabulary tests and had
a better memory. Apart from that, compared to the traditional learning method, which is using paper
to write down new words, game-based learning is also more excellent. As Li argues, game-based
vocabulary learning apps can enlarge individuals’ vocabulary, engage students’ interest, build their
confidence, and motivate them in comparison to traditional learning method [14]. Similarly, some
researchers found that learning English vocabulary through mobile game-based apps can strengthen
students’ memory, learning ability, and reduce their stress. [6].
Some word memorization applications have combined games with word memorization. For
instance, BaiCiZhan, a vocabulary learning app, which first gives people an example sentence using
the word along with four pictures when they learn a new word. Among these pictures, only one
corresponds to the word's meaning. Students are instructed to choose the image that relates to the
word out of the four pictures. As a result of this interesting game, people subconsciously develop a
connection between pictures and words, which contributes to a more vivid and deeper memory of the
words. In addition to the games set up when learning new words, games also exist in the review of
words. The app sets up a variety of review methods, such as choosing the Chinese meaning of a word
given in English, choosing the English word according to Chinese, listening to the pronunciation of
the word to choose the meaning of the word, and spelling the correct word by the given letters. When
the user completes the daily word memorization plan, the unfamiliar words will form a new word list,
and the word app will make a word review plan according to the Ebbinghaus forgetting curve. When
the user opens the app the next day, they have to review the old words before learning the new ones.

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3. Recent Progress, Problems and Suggestions

3.1 Function
Software developers have included many useful features in these mobile game-based learning apps
to assist learners, especially younger students, in recognizing their abilities and improving their
English proficiency. First of all, several apps, like BaiCiZan and Duolingo, will have language tests
such as vocabulary tests and speaking tests which help learners assess their vocabulary to determine
how well they are doing in their English learning process. In addition, the app engages learners' visual
and auditory senses through graphics, audio, and video. Clips from classic songs, movies, and TV
shows are included in these apps to stimulate learners' interest. As part of the app, learners will also
find mini videos recorded by teachers, in which teachers will give more explanations of words and
offers tips for remembering them. Furthermore, these apps allow users to monitor each other's online
learning. Once the user completes the daily word memorization task, the app will run a learning
check-in for the user. This will be automatically synchronized to the communication community in
the app. In the community, users can add other users as friends. And the friends can see each other's
learning progress and compete with others. At the same time, weekly competition leaderboards and
other motivational lists will be published. Therefore, by interacting and communicating with other
learners, they are more motivated to learn new words.
3.2 Acceptability
These years, mobile game-based learning has become a popular way to learn a language by
individuals. It has developed at a rapid speed, driven by the development of the Internet and
information technology. Besides, as Duh et.al mentioned, younger learners are more obsessed with
interesting games in the process of learning some new knowledge [15]. It is undeniable that playing
games are more attractive than boring textbooks and vocabulary books for primary school students.
Hence, combining the games with vocabulary together could form an easy and delightful learning
atmosphere for younger learners. The rich variety of interactions and interesting games in mobile
game-based learning apps could largely encourage students of this age group to be intrinsically
motivated to learn English. When students are motivated from the inside, they will be engaged in
learning out of interest or satisfaction or to achieve their academic goals.
3.3 Problem
Although it has become a trend to utilize mobile game-based learning apps to learn English, it still
has several problems. Firstly, the low efficiency of using game-based learning apps. With the
popularization of mobile phones, phones have long ceased to be merely communication devices.
Users can use phones to install software, games, and other programs from the app store, these changes
may present a significant temptation to students. At the same time, with the growth of social networks,
the very first thing many people unlock their cell phones is to check out their social apps. As a result,
when using cell phone apps for self-learning, it is very likely that students will abandon self-learning
and begin to play with their cell phones due to their lack of self-control, resulting in a decrease in
learning efficiency. Secondly, users highly rely on game-based learning apps. After using game-based
learning apps, many students may no longer pay attention in class and instead prefer to use learning
apps for self-study after class. This will inevitably generate a vicious circle and will hinder students'
learning efficiency in class. Thirdly, misinformation in learning apps is another concern. The
accuracy of learning apps is limited, for example, a number of misleading information and
advertisements in the applications. These could bring a negative impact on students.
3.4 Suggestions on improving these apps
Based on the problems above, some constructive suggestions are listed. For the temptation to use
multiple apps on cell phones, parents can set app permissions to limit the apps available to elementary
school students so that they can concentrate on their word study without the interference of third-

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party software. For students who are overly dependent on learning apps, parents can set the time when
the app is used. For example, some applications have a child lock. After the app time is exceeded, the
phone will automatically close the app. In this way, elementary school students cannot use these apps
at other times, and will not make students reliant on the app. For the error messages in the app, the
software developer needs to hire a more professional teacher to proofread the information in the app.
At the same time, the user feedback function can be used to correct errors in time. As for the pop-up
advertisements in the app, the software developer needs to further enhance the quality of the software
to raise users' trust in the software.

4. Conclusion
To sum up, mobile game-based English vocabulary learning apps have played an essential role for
primary students in increasing the efficiency of memorizing words. These mobile game-based English
vocabulary learning apps integrate games and English words with interesting pictures, audio, and
videos, and also create a community for users to discuss and compete, which stimulates the interest
of elementary school students in learning English words and increases their motivation to better
understand the meaning of words. However, these apps are only auxiliary and still have some
shortcomings that need to be addressed by parents and software developers in order to help children
attain better learning outcomes.

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[14] Li, R. (2021). Does game-based vocabulary learning app influence Chinese EFL learners’ vocabulary
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