The Effect of Card-Game-Based Instruction on Vocabulary Knowledge and Student Engagement in Primary School EFL Students

Abstract

This study examined the effect of card-game-based instruction on vocabulary acquisition and student engagement among Thai primary school EFL learners. Using a mixed-methods research design, 30 fifth graders were assigned to an experimental group that received vocabulary instruction through card games and a control group that received traditional instruction. Vocabulary knowledge was tested before and after the intervention, and three months later, and engagement was examined through questionnaires and semi-structured interviews. The quantitative results showed that the experimental group performed significantly better than the control group on both the immediate and delayed posttests, providing evidence of the positive effect of game-based instruction on vocabulary learning and retention. These higher delayed posttest scores indicated that students were better able to retain the vocabulary learned during instruction for longer; this increase does not suggest any further learning occurring after the intervention itself. Qualitative findings also indicated an increase in behavioural and emotional engagement. Specifically, students actively participated, enjoyed the learning activities, and remained motivated throughout. Card games, which are filled with dynamics, competition, and interaction, contribute to effective vocabulary learning. In general, the results offer compelling evidence that card-game-based teaching is an effective method for enhancing vocabulary acquisition, retention, and learner engagement. The research highlights the need to incorporate game-assisted learning into language-teaching classes. Further research should explore cognitive engagement and sustained outcomes at various levels of proficiency and in different learning contexts.