Good day! I find that your study is interesting and useful.

However, I just want to clarify some things about your research. Here's my questions:

1. What were the specific examples of digital game resources did you use in this study? 

2. Did you find some limitations in the results for the use of digital game resources to enhance the English vocabulary of the learners? If you did, what are those?

3. Since your sample population for this study were 35 students from the Science-Math program and 35 students from the Chinese-English program, which of the 2 groups of students showed better enhancement in English vocabulary and what would be the possible reason why?

4. Would you recommend using digital game resources to all grade levels for English Vocabulary enhancement?

5. How often should a teacher utilize digital game resources for the English vocabulary enhancement of the learners? 

Thank you!

Thank you for your questions:

Question No. 1: In my study, 3 kinds of digital game resources: Kahoot!, Quizizz, and Triventy were used in the experiment to enhance the English vocabulary.

Question 2.: Of course, I found some limitations from my study. Sometimes, technology devices and internet network were obstacles for the teaching. This study was limited to the 11st-grade students at a government secondary school, which was a very particular group of students.  As a result, the finding might not be representative of students in other grade levels and might not generalize to other groups of students in different context.  Furthermore, this study aimed to compare the effectiveness of teaching English vocabulary through digital game resources method in enhancing students’ vocabulary knowledge of Science-Math program and Chinese-English Program. Therefore, the results in this study might not be generalizable for teaching English vocabulary regarding other aspects.

Question 3: The result shown that the positive effect of digital game resources on vocabulary knowledge of EFL students in both groups. The mean score of Chinese-English Program students shown better enhancement in English vocabulary knowledge from the result. I think there are some possible reasons. Firstly, the students studying in the Chinese-English program were higher potential in English skills. In addition, they might prefer practicing English with variety of activities.

Question 4. : Although the findings of this study confirmed the positive effects of teaching English vocabulary through digital game resources on the EFL students’ vocabulary knowledge, further studies need to be conducted to expand knowledge in the field of EFL learning. Many features of these resources can create relaxation and fun for students in class, and this leads to students’ high motivation to succeed in their learning. However, the teacher have to consider about age or level of the students, classroom’s environment technology, and limitation of activity time when they create activity for learners.

Question 5.: In my opinion, digital game resources provide many features supporting for creating English vocabulary activity. How often of using digital game resources depends on many aspects of learner and classroom’s environment. Many factors should be considered for creating an effective activity suitable for the learners. The teacher could apply some features of digital game resources in any English vocabulary activities, any parts of teaching, but not too much of time you used and not too often of each kind of resources. Furthermore, using varied materials in classrooms will improve students’ learning.