三岁EFL幼儿在私立机构中基于游戏的学习对英语词汇获取的影响

This study examined the effect of game-based learning on English vocabulary acquisition among three-year-old EFL learners in a private educational institution. A quantitative pre-experimental design with a one-group pre-test and post-test structure was used during a six-month instructional period. The intervention incorporated age-appropriate game-based activities such as matching games, movement activities, object identification, songs, flashcards, memory games, and role-play. Vocabulary learning focused on receptive and productive knowledge through repeated visual, auditory, kinesthetic, and