Exploring the Implementation of the Wordwall Application for Students' Vocabulary Mastery

Abstract

This study explores the implementation of Wordwall in vocabulary learning among eleventh-grade students at Vocational High School 1 Tungkal Jaya, Indonesia, focusing on teacher planning, instructional strategies, classroom activities, and students’ perceptions. A qualitative case study design was employed involving an English teacher and approximately 30 students from the Office Management and Business Services program. Data were collected through classroom observations, semi-structured interviews, questionnaires, and documentation and analyzed using data reduction, data display, and conclusion drawing and verification. Triangulation and member checking were applied to enhance the credibility of the findings. The results showed that Wordwall was systematically integrated into vocabulary instruction through careful lesson planning, game-based and student-centered strategies, and pre-, while-, and post-activity stages. Activities such as quizzes, matching exercises, and group sorting encouraged active participation and created an engaging learning environment. Students demonstrated highly positive perceptions, with an average positive response of 94%, particularly regarding learning interest, enjoyment, motivation, participation, and reduced boredom. However, unstable internet connections and limited access to digital devices remained implementation challenges. The findings indicate that meaningful Wordwall integration depends not only on its interactive features but also on teacher preparation, classroom management, and technological support. This study highlights Wordwall’s pedagogical potential for facilitating engaging vocabulary learning in vocational EFL classrooms while emphasizing the need for further research to measure its direct effects on vocabulary achievement.