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The Application of Wordwall.net in English Language Instruction for 
Young Learners: The Learning Motivation of Taiwanese Elementary 

School Third Graders 

Tyler Lee and Yu-Chih Doris Shih 

Fu Jen Catholic University, New Taipei City, Taiwan 

Abstract 

Technology plays a crucial part in the educational field since it aids both educators and 
learners. Wordwall.net is a digital game-based education site that has a wide selection of 
activities. Many studies have been conducted concerning Wordwall.net as a tool to 
enhance learning outcomes. However, research has not identified which motivational 
factors are attained simultaneously by using Wordwall.net. The current study unveils 
young learners’ motivational factors during grammar and vocabulary instruction. The 
ARCS model of Attention, Relevance, Confidence, and Satisfaction was applied as the 
basis for investigating learners’ motivational aspects. After collecting two sets of 
questionnaires from 24 participants, the Spearman Rank correlation was used to find 
correlations. The outcomes revealed that Wordwall.net led to many significant 
correlations between the ARCS’s four motivational domains for both vocabulary and 
grammar teaching. As a result, apart from the findings of many studies that have indicated 
the beneficial aspects of Wordwall.net in enhancing students’ language proficiency, this 
study fills in the research gap regarding motivational aspects that Wordwall.net brings to 
third-grade students. This will enable educators who are seeking to apply web-based 
tools in class for vocabulary and grammar instruction to recognize the ARCS motivational 
aspects that Wordwall.net can enhance. 

Introduction 

Background and Motivation 

With the advancement of educational technology, different technological programs are 
nowadays widely applied in classrooms (Dash, 2022). Currently, in Taiwan, there are 
ample opportunities to attend online classes, which proves that technology has become 
an essential instrument that boosts both learning and teaching (Vosiqova, 2024). 
Recently, technology has also been viewed as a pivotal tool used by educators to teach 
a wide range of content (Dash, 2022). With access to the internet, educators can provide 
plentiful content to learners. Furthermore, technology meets the varied needs of learners 
across the world and can lead to “interactive and immersive language learning” 
(Vosiqova, 2024, p. 413). Hence, it is apparent that the introduction of technology to the 
teaching setting can help learners to achieve the desired outcomes as it does not limit 
them or the instructors to traditional teaching and learning (Dash, 2022).  

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Computer-assisted language learning (CALL) is a powerful new educational support that 
alters the way that language can be taught and acquired (Ima & Jihad, 2024). CALL 
enhances students’ motivation, particularly particularly its intrinsic motivations (Ima & 
Jihad, 2024). When students use computers in class, they are more stimulated than when 
teachers use traditional approaches in their instructional sessions. Additionally, the use 
of interactive language learning platforms promotes an enjoyable and effective learning 
environment with engaging games, quizzes, and activities (Vosiqova, 2024).  

CALL tools often gamify the language learning process. Gamification is not only the top 
choice for educators when teaching virtual classes (Sylvia et al., 2024), but also for 
educators who are inclined to gamify their conventional classroom teaching since 
gamification has become the means to encourage students to learn. This gamification 
has been brought forth as one of the means to encourage students to learn (Sylvia et al., 
2024). By taking advantage of digital tools, teachers can also create engaging learning 
settings for diverse learners (Ima & Jihad, 2024).  

Motivation plays a crucial role in both learning and teaching processes, whether they are 
taking place in online or face-to-face classes (Sylvia et al., 2024). When students are not 
naturally motivated, games or attractive visual materials can help, which requires a lot of 
teacher’s effort. Specifically, non-native English speakers can get discouraged when 
learning the English language, which leads to educators exploring different strategies to 
assist those who are in need (Sylvia et al., 2024). However, a range of strategies need to 
be explored and a range of factors need to be considered. One of them is students’ 
attention (Sylvia et al.., 2024).  

The ARCS motivational model includes four major aspects: Attention, Relevance, 
Confidence, and Satisfaction (Keller, 1987). It has been proposed as framework for 
sustaining students’ motivation throughout a lesson (Keller, 1987). This model of learning 
motivation can apply to both conventional and online classes. The ARCS model was first 
created to address the lack of macro theories or models that could be used to develop 
the kind of instruction that increased motivational learning (Keller, 1987). The foundation 
of this model was based on Tolman and Lewin’s expectancy-value theory, which stated 
that if the activity is aligned to personal needs, a positive expectancy for success will exist 
(Keller, 1987).  

Attention is the first condition in the model, and it is defined as catching and maintaining 
the interest and curiosity of learners, which can be accomplished by including “visual aids, 
animation, and interactive simulations (Alenezi, 2023). Relevance is the second condition 
in the model. It refers to the learners’ view of the content regarding their needs and the 
value or importance of the lesson (Alenezi, 2023). To achieve practical learning, a range 
of fun and challenging games must be employed (Paksi et al., 2023). Confidence is the 
third component of the model. It relates to learners’ belief in their abilities to succeed in 
the task at hand (Alenezi, 2023). Satisfaction is the last component of the model. It refers 

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to learners’ experiencing “a sense of achievement and fulfillment” after completing the 
activity (Alenezi, 2023, p. 169). These four conditions must be met for students to be 
motivated in the learning process.  

When classrooms around the world moved online during the Covid-19 pandemic in 2020, 
many teachers in Taiwan applied Wordwall.net as the primary teaching tool for online 
learning. In 2020 and 2021, Wordwall.net had 1 million visitors and 100,000 paid 
subscribers (About Wordwall, n.d.). At the time, Wordwall.net had 18 unique games with 
different features that could be used for teaching vocabulary and grammar. However, 
since students have returned to in-person classrooms post-pandemic, few teachers are 
still using Wordwall.net. Even those with access to a projector or e-board in the classroom 
prefer to use the traditional teaching approach, such as using textbooks and whiteboard 
or blackboard to rather than Wordwall.net. Therefore, the usage of Wordwall.net is not as 
common as it was during the Covid-19 pandemic. The aim of the current study is to prove 
that Wordwall.net activities could still be applied during face-to-face instruction increasing 
young learners’ motivation in English learning. 

Research Questions  

This study has two research questions. The first research question aims to find out 
whether the implementation of Wordwall.net during vocabulary instruction increases 
students’ attention, confidence, relevance, and satisfaction to unveil which motivational 
domain has a significant correlation with another while Wordwall.net is being applied. The 
second research question aims to examine students’ motivational domains during 
grammar teaching when educators employ Wordwall.net. By doing so, we can find out 
whether Wordwall.net is beneficial for teaching vocabulary or grammar.  

The research questions are as follows:  

RQ1: What is the correlation between each of the domains of the Taiwanese elementary 
school students’ attention, relevance, confidence, and satisfaction during classroom 
instruction while utilizing Wordwall.net for learning vocabulary? 

RQ2: What is the correlation between each of the domains of the Taiwanese elementary 
school students’ attention, relevance, confidence, and satisfaction during classroom 
instruction while utilizing Wordwall.net for learning grammar? 

Statistical Hypothesis for RQ1 

H01: There are no statistically significant correlations between students’ ARCS 
motivational factors while Wordwall.net was being employed for vocabulary learning.  

H0: r = 0 

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H11: There are statistically significant correlations between students’ ARCS motivational 
factors while Wordwall.net was being employed for vocabulary learning. 

H1: r ≠ 0 

Statistical Hypothesis for RQ2 

H02: There are no statistically significant correlations between students’ ARCS 
motivational factors while Wordwall.net was being employed for grammar learning. 

H02: r = 0 

H12: There are statistically significant correlations between students’ ARCS motivational 
factors while Wordwall.net was being employed for grammar learning. 

H12: r ≠ 0 

Literature Review 

Vocabulary and grammar are crucial for learning a new language, such as English 
(Andriani et al., 2021; Paksi al., 2023). Grammar plays an important role in 
communicating; It is indispensable for developing the four skills, i.e. listening, speaking, 
reading and writing (Lim et al., 2021). Knowledge of English grammar underlies 
comprehension and communication for comprehension and communication (Andriani et 
al., 2021; Ilahi et al., 2022). Furthermore, to acquire a foreign language, students are 
required to gain vocabulary knowledge to succeed in developing the aforementioned four 
English skills (Masruddin, 2019). Without proper vocabulary, an individual does not know 
what words to use in a sentence, despite knowing the proper grammatical structure (Paksi 
al., 2023). One of the issues that educators grapple with is that students lack adequate 
vocabulary with which to understand the text and construct a sentence (Andriani et al., 
2021). Conventionally, educators tend to ask students to memorize the words and give 
them a test afterward; however, such rote memorization inevitably results in losing 
motivation by the students (Paksi et al., 2023). Therefore, technology integration in the 
classroom can tremendously boost foreign language learning (Avila & Mayorga, 2020). 

Digital media plays an important part in the education process because it can positively 
affect students’ motivation and desire to learn (Wuryanti & Kartowagiran, 2016). More 
specifically, game-based learning allows educators to implement an active learning 
environment in class, leading to students being engaged (Mazelin et al., 2022). The 
utilization of games during the learning process leads to higher attention and better 
learning outcomes (Mazelin et al., 2022). Learners claim that the integration of technology 
in the classroom leads to an increase of interaction, motivation, and engagement (Baytak 
et al., 2011).  

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Apart from short language games Wordwall.net contains resources appropriate for both 
online and face-to-face teaching (Mazelin et al., 2022).  They can revolutionize both online 
and conventional purposes, with features that revolutionize vocabulary instruction, 
providing students with engaging and interactive approaches to learning (Wandari et al., 
2024). The use of Wordwall.net enhances students’ attention, and level of engagement 
during playing the games (Hasram et al., 2021). Wordwall.net captures students’ attention 
and increases participation in the learning process (Wandari et al., 2024). Technology 
can help foster students’ participation in class, increasing students’ learning success 
(Ahmadi, 2018). Students’ active participation helps in development of vocabulary 
(Wandari et al., 2024). Moreover, as students take more of an active role in the process, 
their retention of the content also increases (Costley, 2014). The acquisition of vocabulary 
through games has been found to increase learners’ vocabulary knowledge without 
students realizing it (Paksi, et al., 2023). 

Methodology 

Research Context and Participants 

The participants of the current study were third-grade cram school students in New Taipei 
City, Taiwan. The instructor utilized Wordwall.net when teaching students English 
vocabulary and grammar in class. Students repeated a unit that consisted of a set of 
grammar and vocabulary approximately five times before learning the next unit.  

Data Collection and Analysis  

This study applied a quantitative analysis. Before distributing the questionnaires, 
permission from the parents was collected. Twenty-four students were formally by their 
parents to participate in this study. The researchers distributed two questionnaires that 
were designed on the basis of Keller’s model (2010). Some items were altered to fit the 
research purposes. The items on the questionnaires were close-ended Likert scale 
questions with rankings from 1 to 5. Statistical Package for the Social Sciences (SPSS) 
was used to analyze the data from the questionnaires. The Spearman Rank Correlation 
was used to examine the results.  The level of correlation between the variables 
determined by Dancey and Reidy’s (2007) study is displayed in Table 1. 

Table 1  
Level of Correlation of Spearman Rank Correlation  
Spearman ρ Correlation 
≥ 0.70 Very strong relationship  
0.40–0.69  Strong relationship 
0.30–0.39  Moderate relationship 
0.20–0.29  Weak relationship 
0.01–0.19 No or negligible relationship 

Note. From Dancey and Reidy’s study (2007). 

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Reliability of the Questionnaires  

Cronbach’s alpha was used to measure the internal reliability of the two questionnaires. 
The reliability interpretation is displayed in Table 3. The outcomes showed that the 
questionnaires regarding the application of Wordwall.net for learning vocabulary and 
grammar fell in the “good” range (α = .75 and α = .80) (see Table 2 and Table 3). It can 
be concluded that after modification of this study’s items to fit the research purposes, the 
reliability of the questionnaires demonstrated an acceptable consistency throughout.   

Table 2 
Reliability Statistics 

Items Cronbach's Alpha N. of Items 
The Use of Wordwall.net for Vocabulary  .75 33 
The Use of Wordwall.net for Grammar .80 33 
Note. N = 99. 
 
Table 3 
Internal Consistency of the Questionnaire  
Cronbach’s α Internal Consistency 
α ≥ 0.9 Excellent (high-stakes testing) 
0.7 ≤ α < 0.9 Good (low-stakes testing) 
0.6 ≤ α < 0.7 Acceptable 
0.5 ≤ α < 0.6 Poor 
α < 0.5 Unacceptable 

 

Results and Discussions 

As shown in Table 4, there were significant correlations between the four domains of the 
ARCS model when Wordwall.net was implemented during vocabulary instruction. There 
was a statistically significant outcome between confidence and attention (p < .01), and a 
strong positive correlation was found between them ( = 65) (Dancey & Reidy, 2007). This 
result indicated that as students’ confidence increased, so did their attention. 
Furthermore, a significant association between relevance and confidence was found, and 
a medium positive relationship was discovered (p < .01,  = .58) (Dancey & Reidy, 2007). 
This result showed that as students obtained confidence, their relevance aspect also 
increased. Lastly, relevance and satisfaction had a significant correlation and a medium 
positive relationship with one another (p < .05,  = .48) (Dancey & Reidy, 2007). This result 
indicated that when the use of Wordwall.net captured students’ satisfaction, they 
regarded Wordwall.net as a practical platform that aligned with their needs.  

There were a few non-significant correlations between the ARCS domains during the 
application of Wordwall.net for vocabulary teaching. First, the association between 

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satisfaction and confidence was found to be not significant. This indicated that if 
Wordwall.net boosted learners’ confidence, it did not necessarily lead to the learners 
experiencing gratification. Moreover, two negligible relationships were also discovered 
between attention and satisfaction (p > .05) and between attention and relevance (p > 
.05). This indicated that with the increase in students’ attention, the students’ satisfaction 
and perceived relevance of the subject did not necessarily follow.   

Table 4 
Spearman’s rho - Correlations between the ARCS Motivational Domains using Wordwall.net 
for Vocabulary Teaching  
Variable 1 2 3 4 
1. AttentionVoc .  . . . 
2. ConfidenceVoc .65** . . . 
3. SatisfactionVoc .12 .29 . . 
4. RelevanceVoc .27 .58** .48* . 

Note. N = 33 * p <.05, ** p <.01. 
 

In terms of the learning and teaching of grammar (Table 5), significant correlations 
between the ARCS motivational components were found. First, confidence and attention 
were found to be significantly associated with one another (p < .05); there was a strong 
relationship between these two variables ( = .42) (Dancey & Reidy, 2007). These 
outcomes indicated that using Wordwall.net for grammar assisted with increasing not only 
students’ confidence, but also their attention. Second, another strong correlation was 
discovered between satisfaction and confidence ( = .67), and a significant association 
was found between these two variables (p < .05) (Dancey & Reidy, 2007). Therefore, as 
the students’ confidence increased, satisfaction increased proportionately. Third, there 
was a very strong relationship between relevance and confidence (=.76,), and a 
significant correlation was found between relevance and confidence as the p-value was 
lower than .05 (Dancey & Reidy, 2007). Once again, as students’ confidence was 
boosted, so was students perceived subject relevance. Last, a significant association was 
found between relevance and satisfaction (p < .01); the relationship between these two 
variables was very strong ( = .72) (Dancey & Reidy, 2007). According to these results, 
Wordwall.net had beneficial effects on students’ motivational aspects since the outcomes 
showed numerous significant associations.  

Conversely, a few variables were found not to be significantly correlated, namely, 
attention and relevance, as well as attention and satisfaction. This indicated that while 
attention was captured, students’ perceived relevance of subject might have decreased 
or shown no changes. This also suggested that even though students were satisfied while 
learning grammar via Wordwall.net, it did not necessarily lead to them being more 
attentive. 

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Table 5 
Spearman’s rho - Correlations between ARCS Motivational Domains using Wordwall.net for 
Grammar Teaching 
Variable 1 2 3 4 
1. AttentionGram .  . . . 
2. ConfidenceGram .42* . . . 
3. SatisfactionGram .37 .67* . . 
4. RelevanceGram .29 .76** .72** . 

Note. N = 33 * p <.05, ** p <.01. 
 

Conclusion 

With web-based tools being prevalent in today’s education, Wordwall.net is one of the 
web-based platforms that can be used for teaching vocabulary and grammar. 
Wordwall.net has many games that can be used for diverse educational purposes. A 
number of studies have indicated that Wordwall.net boosts students' motivation to learn; 
however, no studies have examined the correlation between the different motivational 
components that are attained. This study showed that teaching vocabulary and grammar 
to students using Wordwall.net’s educational games is advantageous since there are 
several substantial correlations between students’ ARCS motivational factors. Significant 
correlations were found between confidence and attention, confidence and relevance, 
and relevance and satisfaction pertaining to the use of Wordwall.net for vocabulary 
instruction. Therefore, to obtain all motivational factors, educators should focus on 
utilizing the content on Wordwall.net to meet students’ needs, which can then lead to the 
elevation in other motivational domains. Furthermore, confidence and attention, 
confidence and satisfaction, confidence and relevance, and relevance and satisfaction 
were found to be significantly correlated in the use of Wordwall.net for teaching and 
learning grammar. Based on these outcomes, it is highly recommended that educators 
guide students in utilizing Wordwall.net educational games to induce a chain reaction that 
increases all four motivational domains. 

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Author Notes 

Tyler Lee received his bachelor's degree in English Language and Literature from Fu Jen 
Catholic University, and he will be completing his master's degree in Multimedia English 
Teaching, also at Fu Jen Catholic University. He has been an English teacher since his 
undergraduate years and has experience teaching students at different levels, ranging 
from elementary to senior high school. He plans to enroll in a PhD program in the near 
future. He is enthusiastic about researching the integration of technology in the classroom 
and exploring the motivational aspects of students and teachers.  

ORCID iD: 0009-0008-1634-8833 

Yu-Chih Doris Shih, PhD, is an Associate Professor in the Department of English 
Language and Literature at Fu Jen Catholic University, New Taipei City, Taiwan. Her 

research interests are in the areas of English language and cultural learning with 
technologies, instructional design, multimedia education, and distance learning. In recent 

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years, she has also done research studies on digital learning in other content areas, such 
as the pharmaceutical and medical areas. 

ORCID: 0000-0002-1093-2296 

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