تاثیر قابل توجه بازی وارسازی به عنوان یک ابزار یادآوری بر یادگیری واژگان زبان آموزان دختر ایرانی

The present study investigated the effect of gamification, employed as a mnemonic device, on the vocabulary learning of Iranian female EFL learners. A quasi-experimental pretest-posttest control group design was utilized. Forty-eight pre-intermediate female learners (aged ۱۳–۱۷) were randomly assigned to an experimental group (gamification-based instruction using the *Vocabulary Builder* digital game) and a control group (traditional vocabulary instruction). Data were collected using an Oxford Placement Test (OPT), a Vocabulary Knowledge Scale (VKS) for pre- and post-tests, and analyzed via paired-samples and independent-samples t-tests. Results revealed that the experimental group significantly outperformed the control group, with a large effect size (Cohen’s d = ۲.۰۰ for within-group gains). The findings confirmed that gamification as a mnemonic strategy is more effective than conventional instruction for vocabulary acquisition. The study offers pedagogical implications for integrating game-based mnemonic techniques in EFL classrooms and recommends further research across different skills, age groups, and technological platforms.

کلیدواژه ها:

Gamification ، Vocabulary Learning