Abstract

Games are authentic, or pedagogical, classroom activities for fostering, bearing students’ mindful inspirations and desires in language learning. This quasi-experimental study examined the impact of cooperative games on young learners’ English vocabulary acquisition and retention. 48 third-grade young learners (aged 7-8) were assigned to an Experimental Group (EG), which practiced vocabulary through cooperative games, and a Control Group (CG), which learned vocabulary without games. Data collected via pretest, posttest, delayed posttest, and questionnaires were analyzed using SPSS. The results indicated that the young learners in the EG significantly outperformed those in the Control Group in both vocabulary learning and retention. Most EG young learners also showed their more positive attitudes toward vocabulary learning. The findings highlight the pedagogical value of using cooperative games because it not only helps reduce anxiety and boredom but also cultivates a more effective and enjoyable learning environment for young learners.