COMBINING GAME-BASED AND INTERACTIVE APPROACHES TO ENHANCE ENGLISH VOCABULARY ACQUISITION IN YOUNG LEARNERS

ISSN: 2582-4686 SJIF 2021-3.261,SJIF 20222.889, 2024-6.875 ResearchBib IF: 9.948 / 2024 VOLUME-5, ISSUE-11 1045 COMBINING GAME-BASED AND INTERACTIVE APPROACHES TO ENHANCE ENGLISH VOCABULARY ACQUISITION IN YOUNG LEARNERS Author:Dilnora Giyasova Email:[email protected] ABSTRACT Lately, the introduction of game-based and interactive teaching approaches in English language teaching has attracted increasing attention from pedagogical staff and researchers. In many cases, traditional methods of teaching vocabulary - memorization, drilling, teacher-oriented explanation - do not satisfy the cognitive, emotional, and motivational needs of students. This article examines scientific research on the effective use of game-based learning (GDL), interactive tasks, and game pedagogy in improving the assimilation of English vocabulary among student youth in the period from 2010 to 2024. The findings show that such methods significantly improve vocabulary retention, motivation, communication skills, and activity. We came to the fact that the combination of game and interactive approaches in early English language learning creates a more meaningful, interesting, and developmentally oriented learning environment. KEY WORDSGame based learning,interactive learning, vocabulary acquisition,young learners, preschool English, motivation, multisensory learning, role play, contextual learning. INTRODUCTION Vocabulary knowledge, particularly for preschool and primary school students, forms the basis for successful language learning. Nevertheless, children of this age need approaches that are more appropriate to their developmental characteristics - movement, interest, imagination, and social attitudes - rather than rigid structure or repetitive teaching approaches (Cameron, 2001). Game and interactive learning techniques provide an engaging learning environment, in which children familiarize themselves with new words through meaningful actions, play activities, interaction, and emotional communication. Gee (2013) argues that games naturally support learning by stimulating problem-solving, motivation, experience, and quick feedback. During the process of teaching English words through games and interactive activities, children learn words not as a separate unit, but as part of life situations, actions, and ISSN: 2582-4686 SJIF 2021-3.261,SJIF 20222.889, 2024-6.875 ResearchBib IF: 9.948 / 2024 VOLUME-5, ISSUE-11 1046 communication. The latter is consistent with Vygotsky's sociocultural theory (1978), according to which the process of education is carried out through interaction, social activity, and meaningful activity. Aim of the article: Our article explores how combining game techniques with interactive learning strategies can help young learners learn English vocabulary. The main attention in the article is paid to increasing vocabulary, motivation, and communication skills by reviewing scientific research and analyzing pedagogical practice. Research Approach In this study, the method of high-quality literature analysis was used, based on the synthesis of conceptual and empirical research on teaching game and interactive speech. Collection of data The 2010-2024 studies were selected using the following keys from ERIC, Google Scholar, JSTOR, as well as Scopus: "Game-based learning in EFL," "interactive vocabulary teaching," , "Development of the younger students' English language," "game-based learning methods," "activity-based teaching of language." Data Analysis Thematic coding identified duplicate patterns. In total, five dominant themes appeared: 1. Contextual study of vocabulary through game learning 2. Motivation and increased activism 3. Storage, enhanced by multisensor interaction 4. Developing communication in social games 5. The role of the teacher in managing playful learning. Results and Discussion 1. Games create meaningful contexts for vocabulary use Studies show that children learn vocabulary better in meaningful settings than in memorization (Richards & Rodgers, 2014). The game presents real situations that require the use of new words. Examples: "Simon Says" helps to train action verbs ("jump," "turn," "touch"). Match pictures games introduce nouns and adjectives. Role-playing games encourage the naturalistic use of phrases and expressions. Research by Lin & Chen (2020) shows that students acquire dictionary more rapidly when engaged in contextually rich games than on traditional worksheets. ISSN: 2582-4686 SJIF 2021-3.261,SJIF 20222.889, 2024-6.875 ResearchBib IF: 9.948 / 2024 VOLUME-5, ISSUE-11 1047 2. Games increase motivation and reduce anxiety Children, naturally, love to play. As the learning process continues, attention and motivation sharply increase. Interactive games provide: competition (points, challenges), collaboration (team games), awards (badges, certificates of merit), Emotsional activity (interesting, exciting). A strong influence on children's memory and learning outcomes, according to Prensky (2011), are motivation and emotions. When young learners participate in English lessons in the form of games, the level of readiness to speak is high, and the level of concern about language is low. 3. Interactive activities strengthen vocabulary retention Workshops, active games, and multiple-sensory experiments improve memorization in accordance with Paivio's (1986) theory of double-sided coding. Learners remember words better when learning involves both physical and Visual interaction. Examples: “"Treasure Hunt" for finding objects linked to target words TPR (Total Physical Response) for associating action with significance Interactive flash card races to enhance quick recall Alqahtani's (2015) research shows that words learned through physical contact remain in human memory longer than words learned through practice. 4. Social play enhances communication skills A lot of games require teamwork, negotiation, and discussion. Partnership naturally encourages children to use English to connect with each other: “It’s your turn.” “Can I have the card?” “Let’s try again.” This phrase arises from the game itself. This is consistent with Vygotsky's (1978) view that social communication contributes to the development of language. In the development of communicative vocabulary, role-playing games, table games, and interactive stories are considered the most productive. 5. The teacher’s role: facilitator, motivator, and guide During game teaching, the teacher is not a lecturer, but a facilitators who can:: simulates language use, will explain the rules, ISSN: 2582-4686 SJIF 2021-3.261,SJIF 20222.889, 2024-6.875 ResearchBib IF: 9.948 / 2024 VOLUME-5, ISSUE-11 1048 Supplying scaffolding, Incentives participation, the fulfillment of educational goals. Effective teachers balance interesting and learning goals, with vocabulary goals being central. Conclusion Research from 2010-2024 shows that the integration of game and interactive technologies significantly improves the assimilation of English vocabulary by schoolchildren. These methods are: meaningful, contextual vocabulary ensures learning, Enhance motivation, curiosity, and active participation, strengthen vocabulary retention through multisensor interaction, social game communication support, creation of a joyful, supportive, and development-oriented learning environment. While modern education is changing to more child-centred approaches, game-based learning provides a potent and effective way to train English vocabulary at an early age. The implementation of these strategies in preschool and primary grades contributes to the formation of a strong language foundation for young students and the skills necessary for the 21st century.. References Alqahtani, M. (2015). The importance of vocabulary in language learning and how it can be taught. International Journal of Teaching and Education, 3(3), 21–34. Cameron, L. (2001). Teaching languages to young learners. Cambridge University Press. Gee, J. P. (2013). The anti-education era: Creating smarter students through digital learning. Palgrave Macmillan. Lin, C., & Chen, H. (2020). Game-based vocabulary learning for young EFL learners. Early Childhood Education Journal. Paivio, A. (1986). Mental representations: A dual coding theory. Oxford University Press. Prensky, M. (2011). Digital game-based learning. Paragon House. Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching (3rd ed.). Cambridge University Press. Vygotsky, L. S. (1978). Mind in society. Harvard University Press.