The purposes of this study are to investigate the effects of using games on third grade students’ vocabulary learning and listening comprehension. 58 Elementary school students participated in this study. TOSEL sample listening tests and vocabulary achievement tests were used to collect the data. Furthermore, surveys and interviews were used to measure the effect of games on student attitude toward learning English. For the data analysis, independent sample t-tests and paired t-tests were used and the results of the interviews were analyzed. The results of this study did not show that using games for explicit vocabulary instruction was helpful for learning vocabulary and improving listening comprehension. However, the result of the survey and interviews demonstrated the effect of the using games on the third grade students’ attitude toward learning English. The specific findings of this study are as follows: 1) Statistically, the post-test vocabulary knowledge and listening comprehension score of the experimental group was same as the control group’s. 2) Statistically, the post- survey score of the experimental group was higher than that of the control group. 3) The results of the interviews showed an overall positive response from the experimental group students. They mentioned that they wanted to play again and that they could easily remember the vocabulary from the games.