Enhancing Vocabulary Knowledge through Multimodal Learning in Thai Primary Classroom

Abstract

In Thailand's EFL context, primary school students face significant challenges in vocabulary acquisition, with recent studies indicating that only 30% of students meet grade-level vocabulary requirements (Ministry of Education, 2024). While traditional vocabulary instruction often relies on rote memorization, recent research suggests that multi-sensory approaches may be more effective in addressing diverse learning needs and improving vocabulary retention (Smith et al., 2023; Johnson, 2024). This study investigates (1) the impact of multimodal learning on Thai primary school students' receptive and productive vocabulary knowledge and (2) students' perceptions of multimodal vocabulary learning. A mixed-methods design was employed, using a one-group pretest-posttest approach. Fourteen first- and second-grade students (3 females and 11 males, aged 7-8) from a primary school in Surin, Thailand, participated in an eight-week intervention. The intervention integrated visual, auditory, and kinesthetic elements, delivered in 1 hour sessions two times a week. Data collection included the validated Form Recall Test (FRT) and L2 Translation Test (L2TT), focus group interviews. Quantitative analysis revealed significant improvements in both receptive and productive vocabulary. Receptive vocabulary increased by 28.93% (L2TT: t = 5.81, p < 0.05), while productive vocabulary showed a 23.93% improvement (FRT: t = 5.29, p < 0.05). Qualitative findings, analyzed through thematic analysis, identified two themes: increased motivation from multi-sensory engagement, reduced anxiety in learning, improved vocabulary acquisition through multimodal learning, and greater classroom participation. These results show that multimodal learning significantly enhances vocabulary acquisition among Thai primary EFL students. Implications include integrating multi-sensory activities in vocabulary instruction, and promoting student-centered. Study limitations include a small sample size, no control group, and potential Hawthorne effect. Future research should use larger samples, include control groups, and assess long-term vocabulary retention.

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