The present study investigated the effects of educational computerized games on learning English spelling among Iranian children. In doing so, 66 young Iranian English learners with the average age of 9.5, attending the children's branch of Iran Language Institute (ILI), the most well-established state-run language teaching institute in Iran, participated in this study. These students attended two intact classes. One of the classes was randomly assigned to the experimental group, in which the students were exposed to an educational computerized game called "Fun Spelling". The other class was assigned to the control group, where the learners did their homework in the conventional way throughout the whole term. Three instruments were used to collect the data: a pre-and-post English spelling test for the experimental group, a pre-and-post English spelling test for the control group, a pre-and-post dictation test of homophones and a pre-and-post dictation test of English words with silent letters. Paired and independent samples T-tests were used to compare the students' scores on all the pre-and-post tests. The results of data analysis showed that using the educational computerized game had a great impact on the language learners in the experimental group. Also, the results indicated that the use of the game by the learners in the experimental group, compared to the learners in the control group, had a significant effect on learning English spelling in general and on learning the spelling of English homophones and English words with silent letters, in particular.