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

This study examines the effects of drawing games on L2 vocabulary knowledge among Thai EFL learners. The study used a quasi-experimental design with 40 ninth-grade students from two intact classes assigned to an experimental group (drawing game activities) and a control group (traditional instructio...

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Veröffentlicht in:Theory and practice in language studies Jg. 15; H. 11; S. 3498 - 3510
Hauptverfasser: Teemueangsai, Sirathee, Sukying, Apisak, Min, Changyong
Format: Journal Article
Sprache:Englisch
Veröffentlicht: London Academy Publication Co., LTD 01.11.2025
Academy Publication Co., Ltd
Schlagworte:
Academic achievement
Acknowledgment
Associative Learning
Attrition
Coding
Cognitive Ability
Communication Strategies
Control Groups
Conventional Instruction
Core curriculum
Delayed
Education
Educational Practices
Elementary school students
English (Second Language)
English as a second language
English as a second language instruction
English Learners
Experimental Groups
Feedback
Games
Grade 9
Groups
Information Processing
Instructional Effectiveness
Junior High School Students
Knowledge
Language acquisition
Language Aptitude
Language Processing
Language proficiency
Language Usage
Learner Engagement
Learning Motivation
Learning Strategies
Listening
Long term
Mapping
Motivation
Pedagogy
Perceptions
Quasi-experimental methods
Reading comprehension
Recognition
Research design
Retention
Second language learning
Second language vocabulary learning
Secondary school students
Secondary schools
Students
Task performance
Teaching
Tests
Thai language
Vocabulary
Vocabulary development
South Dakota
Thailand
ISSN:1799-2591, 2053-0692
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Zusammenfassung:This study examines the effects of drawing games on L2 vocabulary knowledge among Thai EFL learners. The study used a quasi-experimental design with 40 ninth-grade students from two intact classes assigned to an experimental group (drawing game activities) and a control group (traditional instruction). Vocabulary knowledge was assessed with four test types: passive recognition, active recognition, passive recall, and active recall. Pre-, post- and delayed post-test results were used to assess the acquisition and retention of vocabulary knowledge. The findings indicated that the experimental group significantly outperformed the control group in all test types, with the greatest improvements in recognition-based tasks. Post-hoc analyses confirmed a difficulty hierarchy for the four types of vocabulary knowledge: active recall, passive recall, active recognition, and passive recognition. Additionally, the delayed post-test results further indicated better long-term retention of drawing in the experimental group, confirming the lasting effect of drawing-based training. Additionally, student feedback revealed positive perceptions of drawing games, particularly regarding engagement, enjoyment, and effectiveness in form-meaning mapping. Together, the present study supplies empirical support for the use of drawing games as a pedagogical instrument for vocabulary learning in EFL settings. The results support the use of visual, interactive tasks in language education to enhance learners’ vocabulary performance, motivation, and long-term retention.
Bibliographie:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
ISSN:1799-2591
2053-0692
DOI:10.17507/tpls.1511.02