UDC 378

Timokhina T.V.^1,2 (Moscow, Russian Federation) – timohina.tv@mail.ru; Lukashova A.D.² (Moscow, Russian Federation) – aleksa.luk2000@mail.ru

¹Moscow State University named after S. Yu. Witte

²Russian New University

Abstract. This article examines the pedagogical rationale for using games in teaching English vocabulary. The research problem lies in the insufficient number of developed game-based learning methods that enhance student motivation and effectively develop lexical skills in English language learning. The aim of this study is to determine the pedagogical potential of various game types and develop a universal technology for their application that combines traditional approaches and modern perspectives on the use of games in teaching English vocabulary. The authors propose a universal technology for using games of various classifications that takes into account individual characteristics, exercise types, and the importance of practical application of lexical units. The research methodology includes a theoretical analysis of scientific literature, experimental testing of the developed technology in a group of students with people of varying levels of proficiency, and subsequent analysis of the results. The scope of application of the findings extends to schools using game-based technologies in teaching English. The novelty of the study lies in the integration of modern approaches to teaching foreign (English) language vocabulary with elements of gamification adapted to the specific needs of students. The findings support the authors’ hypothesis regarding the positive impact of game-based learning on the acquisition of English vocabulary, increased interest in learning the subject, and the development of students’ communicative skills.

Keywords: universal vocabulary teaching technology, English language, gamification, game, individual characteristics, communicative skills, learning motivation, game-based learning, teaching technology design.

• References:
• Arsaryk, A. A. (2022). Using gaming technologies in teaching foreign language vocabulary to primary school students. Young Scientist, 49, 159–162. (In Russian).
• Beshinskaya, N. V. (2025). Methods of teaching English to students of technical specialties at the university: Distance learning of English. Problems of Modern Pedagogical Education, (87–3), 39–42. (In Russian). https://www.elibrary.ru/grfuny
• Gurova, K. S. (2022). Using gaming technologies in teaching English. Naukosfera, 3-2, 78–81. (In Russian). https://www.elibrary.ru/uvmcnu
• Dudkovskaya, I. A. (2025). Some aspects of using gaming technologies in teaching. In Psychological and pedagogical education in modern conditions: Proceedings of the VIII All-Russian scientific and practical conference with international participation (pp. 293–296). Sreda Publishing House. (In Russian).
• Zenina, O. P., & Potapova, T. K. (2023). Gaming technologies as a means of implementing the technology of the situation of success in foreign language lessons at the initial stage of learning. In Strategies for professional training of foreign language teachers in new educational conditions: Collection of scientific articles (pp. 95–103). Nizhny Novgorod State Linguistic University. (In Russian). https://www.elibrary.ru/jhfedn
• Karimova, K. S. (2023). Adaptive learning in teaching English: An individualized approach to each student. Scientific Notes: Electronic Scientific Journal of Kursk State University, 4. (In Russian).
• Kelekhsaeva, Z. Z., & Nanieva, M. M. (2025). Games as an effective way to expand the vocabulary of primary school students in English. Flagman of Science, 11, 215–218. (In Russian). https://elibrary.ru/ionxtf
• Kurbanbaeva, U. E. (2022). Game-based educational technologies in teaching foreign languages. Internauka, 46–5, 9–10. (In Russian). https://elibrary.ru/myzkmp
• Nazarova, G. I., & Nizamieva, L. R. (2022). Design and implementation of innovative technologies for teaching foreign language professional communication. Modern Problems of Science and Education, 4, 35. (In Russian). https://doi.org/10.17513/spno.31905
• Orlova, N. S. (2025). Methodology for using the Wordwall service to create interactive flash cards in teaching foreign language vocabulary in primary school. In Collection of Student Research Papers: Proceedings of the Scientific and Practical Conference (pp. 219–223). University Book. (In Russian).
• Sergeeva, I. F., & Norayeva, E. S. (2023). History of the pedagogy of play: 18th–19th centuries. Bulletin of the Ulyanovsk State Pedagogical University, 1, 25–34. (In Russian). https://doi.org/10.33065/2307-1052-2022-1-39-19-27
• Khabibullina, Yu. I. (2022). Using game methods in forming interest in learning a foreign language among elementary school students. World of Science. Pedagogy and Psychology, 10(1), 23–31. (In Russian).
• Afanasyeva, E. G. (2024). Innovative techniques and trends in English language teaching for students of Vavilov University. Vavilov University. https://elibrary.ru/wipkta
• Antonopoulou, H., Halkiopoulos, C., Gkintoni, E., & Katsimpelis, A. (2022). Application of gamification tools for identification of neurocognitive and social function in distance learning education. International Journal of Learning, Teaching and Educational Research, 21(5), 367–400. https://doi.org/10.26803/ijlter.21.5.19
• Ishaq, K., Rosdi, F., Zin, N. a. M., & Abid, A. (2022). Serious game design model for language learning in the cultural context. Education and Information Technologies, 27(7), 9317–9355. https://doi.org/10.1007/s10639-022-10999-5
• Kozhantaeva, A. G. (2024). Doing “Action Research” in teaching English for university students. In Scientific Publishing Center “Vestnik Nauki” (pp. 62–70). Vestnik Nauki. https://elibrary.ru/lxomkw
• Kosenko, D. V. (2024). Game technologies at the English language learning. In Proceedings of Astrakhan State University (pp. 457–459). Astrakhan State University named after V.N. Tatishchev. https://elibrary.ru/rznwgf
• Khasawneh, M. (2021). The effect of using a language games-based electronic program on acquiring oral expression skills among people with learning difficulties in English language during the Covid-19 pandemic. Manazhim, 3(2), 136–150. https://doi.org/10.36088/manazhim.v3i2.1109
• Manzano-León, A., Camacho-Lazarraga, P., Guerrero, M. A., Guerrero-Puerta, L., & Aguilar-Parra, J. M. (2021). Between level up and game over: A systematic literature review of gamification in education. Sustainability, 13(4), 2247. doi.org
• Matthew, G., Pelser-Carstens, V., Bunt, B., & Authors, E. (2025). Enhancing student engagement and knowledge retention through game-based learning: A comprehensive framework integrating game design and learning theories. European Conference on Games Based Learning, 19(2), 591–599. https://doi.org/10.34190/ecgbl.19.2.3873
• Pirogova, N. G. (2025). Teaching English for professional communication to university students. In Proceedings of A.N. Kosygin State University of Russia (pp. 104–108). A.N. Kosygin State University. https://elibrary.ru/tbfwqk
• Sanesi, M. (2025). Implementing critical thinking in university English language teaching. Philology. Theory & Practice, 18(10), 4215–4222. https://doi.org/10.30853/phil20250573
• Sokolova, A. G., & Arkhipov, A. V. (2024). Gamification and game-based learning technologies in teaching English as a foreign language. Social and Humanitarian Knowledge, 11, 355–358. https://elibrary.ru/jaxddt
• Sharipzhanova, A. (2023). Gaming technologies in the process of foreign language teaching. Student Forum, 23-2, 64–66. https://elibrary.ru/feprsu
• Yang, L., & Li, R. (2023). Contextualized game-based language learning: Retrospect and prospect. Journal of Educational Computing Research, 62(1), 137–155. https://doi.org/10.1177/07356331231189292

For citation: Timokhina, T. V., & Lukashova, A. D. (2026). Using games in teaching English vocabulary: A study of pedagogical foundations. CITISE, 1, 580–591. (In Russian).