Abstract:
The study aims at investigating the use of games strategy in teaching English vocabulary and its impact on secondary school students’ achievement and retention. The study adopted quasi experimental and descriptive methods. The population of the study was secondary school teachers and two groups of students at Al Sheikh Hamed Secondary School for girls. The sample of the study consisted of two groups of the 2nd year students with the total of (70) the sample of the teachers were secondary school teachers at the three provinces of Khartoum State with the total of (112) respondents. The tools used were a questionnaire for the teachers and three tests for the students. (Pre-test, post-test and delayed post-test). The study concluded that the use of game strategy has an impact on students’ academic achievement Teachers of English at secondary schools have negative attitudes towards using games in teaching vocabulary. Also using games in teaching English vocabulary is encountered by some difficulties when using them in teaching vocabulary such as large classes and too much noise. The researcher recommended that the ministry of education should provide Sudanese English curriculum in general education with various games which tackle the different skills of English language to add fun, contrary to the common perception that “all learning should be serious and solemn in nature”. A similar study that can be conducted on the effectiveness of using language games in developing students speaking skill.
