English Teachers' Perceptions and Adaptive Strategies in Using Wordwall for Teaching Adjectives: A Qualitative Case Study

Abstract

Digital technology has transformed English language teaching, with game-based platforms increasingly integrated into grammar instruction. However, research on teachers' integration of Wordwall for teaching specific grammar items, particularly adjectives at the secondary level, remains limited. This study investigates three aspects: English teachers' perceptions of Wordwall, the challenges they encounter, and the adaptive strategies they employ when teaching adjectives in secondary school. Using a qualitative descriptive case study design, the study involved three English teachers at a private secondary school in West Cikarang, West Java, Indonesia. Data were collected through semi-structured interviews, document analysis of lesson plans and Wordwall templates, and teachers' reflective journals. Thematic analysis followed the miles 2014 framework. Findings indicate that teachers perceived Wordwall as accessible, motivating, and pedagogically relevant. Three categories of challenges emerged: technical barriers (internet instability and limited devices), pedagogical barriers (classroom management and overemphasis on competition), and content relevance barriers (misalignment with local context). Teachers responded with adaptive strategies including template modification, scaffolding, post-game reflective activities, and peer collaboration. The study concludes that Wordwall can serve as an effective medium for active, student-centered grammar instruction when teachers apply systematic pedagogical adaptation. Findings advance the literature on technology integration in EFL grammar teaching within the TAM, TPACK, and Technology Integration Barriers frameworks.