Álvarez Llerena, CarlosSoto Ludeña, Samanta Angela2026-06-252026-06-252026-02-23Soto Ludeña, S. A. (2026). The Use of Wordwall to Improve Vocabulary Learning in EFL Students with an A1 Proficiency Level. Universidad Bolivariana del Ecuador.MAESTRÍA EN PEDAGOGÍA DEL INGLÉS COMO LENGUA EXTRANJERAhttps://dspace.ube.edu.ec/handle/123456789/3808TESIS-MAESTRÍAPrimary school students in Ecuador face significant communication challenges due to their limited knowledge of English vocabulary, which is essential for success in an English as a Foreign Language (EFL) setting. This study investigated students' perceptions of using the Wordwall application to improve their vocabulary. It examined the pedagogical benefits of integrating this application into EFL classrooms, focusing on its impact on student engagement and learning outcomes. A mixed-method approach was used, combining both quantitative and qualitative data collection and analysis. Quantitative data were collected through pre- and post-tests, while qualitative data were gathered through interviews. The analysis involved comparing pre-test and post-test results to identify any differences. Eighteen seventh-grade students, aged 10-11, participated in the study. An intervention consisting of four sessions was conducted to support vocabulary development. Results from both quantitative and qualitative data show that using the Wordwall application helped students expand their vocabulary. The survey and interview responses reflected enthusiasm and a positive attitude toward vocabulary activities involving Wordwall's features. Therefore, the Wordwall application has proven to be an effective pedagogical tool not only for improving vocabulary retention but also for encouraging interactive participation and creating an engaging EFL learning environment.en-UShttp://purl.org/coar/access_right/c_abf2Wordwall, digital learningEFL studentsvocabulary learningmotivationThesis