Exploring Learners’ Needs in Basic Reading Context: A Game-Based Learning Approach with Wordwall

Abstract

Abstract

This study explores learners’ needs in basic reading contexts and examines how a game-based learning approach using the Wordwall platform can address these needs. A needs analysis was conducted with vocational students to identify gaps between their current reading abilities and the competencies expected in English as a Foreign Language (EFL) instruction. The findings indicate that while many students engage in reading regularly, their duration remains limited, with 52% reading less than 30 minutes per day. Vocabulary emerged as the most significant challenge (88%), followed by grammar (59%), complex sentence structures (48%), and cultural references (22%). Motivation also posed a barrier, with only 15% dedicating consistent time to reading. Learners expressed a preference for short, visually supported texts, interactive tasks, and immediate feedback. Game-based features such as points, levels, and progress tracking were highly valued, while leaderboards and competition were less central. The results suggest that instructional design using Wordwall should emphasize vocabulary and grammar enrichment, short yet substantive reading texts, and interactive activities that provide instant feedback. These findings provide insights into aligning pedagogical design with learners’ preferences, thereby enhancing the effectiveness of game-based approaches in improving basic reading comprehension.

Keywords: needs analysis, game-based learning, Wordwall, vocabulary, reading comprehension