Using PowerPoint Puzzle-picture Games for Teaching Vocabulary to Thai EFL Young Learners

Makawan Nakjan; Pisan  Pankaew; Watchara  Yenprem; Veerakarn  Kanokkamalade

doi:10.60027/ijsasr.2024.4260

Authors

Makawan Nakjan Faculty of Humanities, Mahachulalongkornrajavidalaya University, Thailand https://orcid.org/0009-0004-8421-6067
Pisan Pankaew Faculty of Humanities, Mahachulalongkornrajavidalaya University, Thailand https://orcid.org/0009-0002-8625-1048
Watchara Yenprem Faculty of Humanities, Mahachulalongkornrajavidalaya University, Thailand https://orcid.org/0009-0004-7512-1031
Veerakarn Kanokkamalade Faculty of Humanities, Mahachulalongkornrajavidalaya University, Thailand https://orcid.org/0009-0008-1611-7592

DOI:

https://doi.org/10.60027/ijsasr.2024.4260

Keywords:

Puzzle Picture; , PowerPoint Game; , English Vocabulary; , Young Learners

Abstract

Background and Aims: This study investigated the effectiveness of using PowerPoint puzzle-picture games in improving vocabulary skills among fourth-grade students defined as EFL young learners in Thailand. It aimed to; (1) examine the impact of using the games in improving vocabulary skills among Thai EFL young learners who possess their English competence at the A1 level under the Common European Framework of Reference for Languages (CEFR) and (2) quantify the learners’ attitude towards the implementation of the games.

Methodology: This experimental study investigated the efficacy of PowerPoint puzzle-picture games in enhancing English vocabulary learning among Thai young learners, alongside gauging their attitude towards this instructional approach. Utilizing a one-group experimental design, 40 fourth-grade students from Wat Chaisurin School participated in the study, selected based on A1 English competency criteria. The study, validated by three EFL experts, spanned four weeks, comprising three 50-minute sessions per week, and involved pre-test and post-test vocabulary assessments.

Results: After the experiment of using the games with the fourth-grade sample group, it was found that the games could be utilized as the media to enhance the English vocabulary skills of the students significantly at 0.01 level (t = -9.29, α = 0.01) meaning that they improved the students’ vocabulary skills in terms of vocabulary knowledge retention. It also showed a positive impact on motivation and engagement gained by the students in terms of stimulation that encouraged them to participate in the English vocabulary learning activity. To some extent, the games could practically enhance vocabulary skill instruction in other subjects.

Conclusion: The results confirmed that using games effectively improves English vocabulary skills among fourth-grade students, fostering both knowledge retention and heightened motivation for learning. Moreover, the positive outcomes suggest that incorporating such games into instruction may have broader applicability, potentially enhancing vocabulary skill development across diverse subjects.

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