The focus of this study is on an undiagnosed language learner with Dyslexia, facing problems in vocabulary acquisition. The purpose of this study is to enable the learner to acquire a pre-defined number of vocabularies within a given time limit. The method of this study is a case study in a real-life context with quantitative evidence that relies on multiple data collection tools, such as checklist, interviews, questionnaire and report cards of the learner. The results of this study demonstrate

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... that the capability of the dyslexic learner can be increased to acquire 55 vocabularies in a week, which is the same number expected from their peers. The performance increase of the learner can be attributed to a new method of learning English vocabulary through game-based learning supported with spaced repetition. The individualised instruction designed for self-learning can be transformed into a group-based instruction in a classroom setting for anyone experiencing difficulties in vocabulary acquisition. Keywords: Instructional design, performance increase, dyslexic learners, game-based learning, retention.