ENHANCING VOCABULARY LEARNING THROUGH MOBILE GAME FEATURES: A PEDAGOGICAL PERSPECTIVE

Abstract

The growing integration of mobile technologies into foreign language education has transformed traditional approaches to vocabulary learning. Mobile games are increasingly recognized not merely as sources of entertainment but as pedagogical tools capable of creating interactive, motivating, and learner-centered learning environments. This article examines the pedagogical consequences of mobile game features for enhancing vocabulary learning among learners of English as a Foreign Language (EFL). Particular attention is given to such features as instant feedback, rewards, scoring systems, levels, competition, adaptive difficulty, interactivity, social collaboration, and multimodal presentation. The study employs a qualitative descriptive approach based on the thematic analysis of pedagogical ideas and existing research concerning mobile game applications and vocabulary acquisition