Abstract: This study investigated the efficacy of scrabble instructional game technique on interest and achievement in English vocabulary an experimental study among junior secondary school students in South East Nigeria. The study adopted a quasi-experimental 2×2 pretest-posttest non-equivalent control factorial design involving two groups of students in 4 intact classes. Participants were 78 junior secondary school students that met the inclusion requirements of the study. The study comprised 6 weeks of experiment and 2 weeks of administration of pretest and posttest, marking and scoring. Data was collected using English Vocabulary Interest Inventory (EVII) and English Vocabulary Achievement Test (EVAT). Mean scores, standard deviation and analysis of covariance were used for data analysis. Results indicate that there was a statistically significant difference in the mean interest rating scores and mean achievement scores of students taught English vocabulary using scrabble instructional game technique and explicit instruction technique. Students in the experimental group showed greater interest and achieved higher in English vocabulary compared to their counterparts in the control group. Since, the findings of this study has empirically established scrabble instructional game technique as a modern and an effective technique that arouses and sustains student’s interest for optimal teaching, learning and achievement in vocabulary this current study suggests that teachers should adopt scrabble instructional game technique for vocabulary instruction and its effectiveness can further be investigated using other aspects of English language.