Comparing the impact of individual and collaborative games on young language learners' spelling skills in English

This study examined the comparative effects of individual and collaborative game-based learning approaches on the development of English spelling skills among young learners, addressing the persistent difficulty that children encounter in mastering English orthography. Conducted in a private elementary school in northern Iran, the research involved 50 Persian-speaking students aged 9–11 who were divided into three groups: an individual game group (n = 18), a collaborative game group (n = 16), and a control group (n = 16) receiving traditional instruction. A quantitative quasi-experimental pre-test/post-test control-group design was employed, explicitly allowing comparisons among all three instructional conditions to determine not only whether differences existed but also which approach produced the greatest learning gains. Data were analyzed using a mixed between-within groups ANOVA. Results revealed significant improvements in spelling across all groups, with the collaborative game-based group showing the greatest progress, supporting the view that peer interaction and shared problem-solving facilitate orthographic learning more effectively than independent or traditional practice. These findings underscore the pedagogical value of integrating collaborative digital and classroom-based games into young-learner English curricula, thereby contributing to Sustainable Development Goal 4 (Quality Education) through promoting active, equitable, and engaging learning environments. The study highlights the potential of collaborative educational games to strengthen spelling proficiency and learner motivation in EFL contexts. • Collaborative games significantly enhanced spelling skills in young English learners. • Individual games showed moderate improvement compared to traditional methods. • Mixed ANOVA confirmed collaborative methods outperformed both individual and control groups. • Game-based learning offers effective, interactive strategies for spelling instruction.