This paper examines the role of game-based learning in enhancing English vocabulary acquisition among preschool children, based on an empirical field study conducted with approximately 80 learners aged 4–6. Anchored in contemporary frameworks of early childhood education, second language acquisition, and play-based pedagogy, the research investigates how structured and guided games influence lexical development, learner motivation, and vocabulary retention in early English instruction. A mixed-methods research design was employed, combining pre- and post-intervention vocabulary assessments with systematic classroom observations and qualitative teacher reports over a defined instructional period. The findings demonstrate a clear positive impact of game-based activities on both the quantity and durability of acquired vocabulary, while also fostering a supportive, low-anxiety learning environment aligned with the cognitive and emotional needs of preschool learners. The study argues that play functions not merely as a motivational tool but as a pedagogically robust mechanism that enhances the overall quality of early language education. By foregrounding empirical evidence from classroom practice, this paper contributes to international discussions on innovation, quality, and inclusivity in early childhood education and offers transferable insights for educators and researchers seeking effective, child-centered approaches to early English language teaching.

Authors:
Selma Slezovic Mehovic, University in Belgrade, Serbia

About the Presenter(s)
Dr Selma Slezovic Mehovic is assistant teacher at the Faculty of Education in Belgrade. Her interests are teaching English as a second language, methodology of teaching second language, young learners as well as some topics in American literature.

Connect on Linkedin
https://www.linkedin.com/in/selma-slezovic-mehovic-906a0016a/

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