Using Drawing Games to Enhance Second Language Vocabulary Knowledge in Thai EFL Learners

Abstract

This study explores the impact of drawing games on second language (L2) vocabulary knowledge among Thai EFL learners using a quasi-experimental design with pre-test, post-test, and delayed post-test measures. Forty ninth-grade students from two intact classes were assigned to an experimental group, which engaged in drawing-based vocabulary activities, or a control group, which received traditional vocabulary instruction. Vocabulary knowledge was assessed through four test types: passive recognition, active recognition, passive recall, and active recall. Independent samples t-tests compared pre-test and post-test scores, while repeated measures ANOVA examined performance trends across testing phases. Post-hoc analyses identified significant differences among test types.

The experimental group significantly outperformed the control group across all test types, with post-hoc analyses confirming a continuum of difficulty, where active recall was the most challenging (x̄ = 1.84), followed by passive recall (x̄ = 3.28), active recognition (x̄ = 13.5), and passive recognition (x̄ = 14.9). Delayed post-test results indicated that the experimental group (x̄ = 39.71) retained significantly more vocabulary than the control group (x̄ = 22.16), highlighting the long-term benefits of drawing games for vocabulary retention. Additionally, questionnaire and focus group interviews showed overwhelmingly positive perceptions, with students finding drawing games engaging and enjoyable, though some reported occasional confusion in interpreting drawings. These findings provide strong evidence that drawing games enhance L2 vocabulary acquisition, particularly in strengthening form-meaning connections, retention, and engagement. The study suggests that integrating drawing-based activities into EFL instruction can foster deeper vocabulary learning while creating a more interactive classroom environment.

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