Learner Engagement Through Card Game-Based Vocabulary Acquisition in EFL Primary School Students

Abstract

This study investigates learner engagement and the effects of card game-based instruction on vocabulary acquisition and retention among Thai EFL primary school students. Employing a mixed-methods research design, the study assessed vocabulary learning through pre-test, post-test, and delayed post-test measures, while learner engagement was examined through classroom observations, semi-structured interviews, and questionnaires. A total of 30 fifth-grade students were selected from intact classes and assigned to either an experimental group, which participated in card game-based activities, or a control group, which followed a traditional vocabulary learning approach.

Quantitative data were collected using four test types: form-recognition, form-recall, meaning-recognition, and meaning-recall. T-test analyses were conducted to compare pre-test and post-test scores, while repeated measures ANOVA was used to examine differences across all three testing phases. Additionally, qualitative data from classroom observations and interviews were analyzed using content analysis to explore how learners exhibit behavioral and emotional engagement in game-based vocabulary learning activities.

The results revealed that card game-based activities significantly enhanced vocabulary acquisition and retention. Students in the experimental group outperformed those in the control group across all test measures, with significant improvements in form-recognition (+48.3%), form-recall (+34.8%), meaning-recognition (+38.2%), and meaning-recall (+31.4%). Furthermore, delayed post-test results indicated that students in the experimental group retained significantly more vocabulary knowledge over time. Additionally, the study highlights the critical role of behavioral and emotional engagement in vocabulary acquisition. Students in the experimental group actively participated in gameplay, engaged in team discussions, and demonstrated enthusiasm and motivation for the competitive aspects of the learning activity. These results suggest that card game-based vocabulary instruction fosters an engaging and interactive learning environment, enhancing both learning motivation and long-term vocabulary retention.

This study provides valuable pedagogical implications, advocating for integrating game-based learning strategies into EFL instruction to improve vocabulary development. Recommendations for future research include exploring cognitive engagement in game-based learning, investigating long-term effects on vocabulary retention, and examining its impact across diverse learner populations.

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