Evaluating Wordwall for Enhancing English Vocabulary Spelling in Fifth-Grade Students

Abstract

The integration of digital learning media in education has shown promise in enhancing learning outcomes. However, the effectiveness of such media in vocabulary acquisition among elementary school students remains underexplored. This study aims to assess the impact of digital learning media on vocabulary spelling development in fifth-grade students. A quantitative pre-experimental design was employed with a single group of 30 fifth-grade students who underwent a digital learning intervention over two weeks. Vocabulary pre-tests and post-tests were administered, and data were analyzed using Excel and SPSS, focusing on N-Gain analysis and reliability testing. The results revealed a significant improvement in vocabulary scores, with a mean N-Gain score of 62.39%, indicating substantial learning gains. Normality tests indicated non-normal distribution, and the Wilcoxon signed-rank test confirmed the intervention's effectiveness (p < 0.05). The reliability of the assessment instruments was validated with a Cronbach's Alpha of 0.623. This study demonstrates that digital learning media can effectively enhance vocabulary acquisition in elementary students, with significant improvements observed in a short period. Despite limitations such as a small sample size, these findings provide valuable insights for educators and policymakers on the benefits of integrating technology in language education. Future research should involve larger and more diverse samples to further validate these findings and explore long-term impacts.