A study on the effectiveness of using domino for consolidating vocabulary in upper primary ESL classrooms

The present study utilized pre-tests, post-test and interviews to investigate the effect of using domino games for consolidation on the vocabulary development of upper primary ESL learners. Participants were students from primary 4 (N=66). Both groups were taught vocabulary using traditional teaching method. However, the experimental group students were exposed to domino game as a reinforcement while the controlled group received traditional method for consolidation by doing fill-in-the-blanks worksheets. Post-tests were conducted to both groups with a purpose to test students’ immediate vocabulary learning in the two circumstances aforementioned. The score of the vocabulary tests were compared through independent sample t-tests. To obtain participants’ internal effect towards domino games, semi-structured interviews were administered. Interviewees showed preference towards domino. The data obtained confirmed the usefulness of domino games as a teaching device for vocabulary reinforcement. Nevertheless, students’ performance increased by a smaller scale in Trial 3. This study found out that the over-use of domino triggered off students’ loss of interests and this revealed that every interesting games should not be repetitively employed within a short period of time.