Vocabulary Learning through Audio-Visual Aids in Thai Primary School EFL Learners

Abstract

Vocabulary is an essential component for mastering a Second Language (L2) and English as Foreign Language (EFL). Research has shown that L2 learners still lack vocabulary knowledge. Therefore, the current study examined the effect of audio-visual aids on L2 vocabulary learning. Fifty-one primary school learners were recruited to participate in the study. They were selected using a convenience sampling technique. Two measures of receptive and productive vocabulary knowledge, developed and piloted for the study purposes by the researcher, were used to measure participants’ knowledge of the form-meaning links of the word. Specifically, two vocabulary tests in the form of translation tasks, namely the L2-to-L1 translation test and the L1-to-L2 translation test each with 30 items, were administered among the students to assess their vocabulary knowledge in question. The questionnaire was also used to tap primary school participants’ perceptions of using audio-visuals in learning vocabulary. The data were analyzed using descriptive and inferential statistics. The results showed that the primary school learners scored significantly higher on the posttest than on the pretest. These findings indicate that the audio-visuals facilitate learning receptive and productive knowledge of a word among EFL primary school learners. The results also suggest that primary school learners learn the receptive knowledge aspect of a word before they acquire the productive knowledge aspect of the word. The questionnaire analysis also indicated that primary school learners reported high satisfaction with using audio-visual aids in learning vocabulary. Overall, the current study suggests the benefit of audio-visual aids in vocabulary learning and development in an EFL context. Other pedagogical implications and suggestions for further studies are also provided.

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