Vocabulary plays a pivotal role in language acquisition, and students’ enjoyment of the learning process significantly influences their achievement. Spelling, in particular, extends beyond rote memorization; it is a fundamental skill that underpins both reading and writing proficiency. Mensah et al. (2022) define spelling as the conventional method of representing spoken words in written form, applicable specifically to alphabetic systems. It involves identifying the letters of a word, segmenting them into distinct syllables, and subsequently recombining them to enable accurate reading and pronunciation.
Despite its importance, spelling continues to pose persistent challenges for English language learners. To address these difficulties effectively, teachers must first analyze the nature of their students’ spelling errors. Research highlights that such errors may be interlingually influenced arising from the interference of the learner’s first language or intralingually driven, resulting from the complexities of the target language itself (Changkakoti & Goswami, 2021).
The prevalence of spelling-related difficulties remains a pressing concern in contemporary classrooms. Apolog et al. (2017) note that many students struggle to write effectively because they cannot spell words correctly. This challenge, which transcends generations, has become increasingly consequential for academic performance. As Cox (2014) emphasizes, structured instruction in spelling is indispensable for enabling students to read with fluency and write with precision.
Within this context, games have emerged as a pedagogical tool that enhances classroom learning and supports the development of spelling and vocabulary. Beyond traditional drill-based exercises, language games stimulate active participation, sustain learner engagement, and encourage authentic communication. Their effectiveness lies in the timing of practice, the quality of the activities, and the extent to which they create meaningful opportunities for language use.
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