AN ENHANCEMENT OF THIRD GRADE STUDENTS' ENGLISH VOCABULARY LEARNING ACHIEVEMENT AND STUDENTS LEARNING SATISFACTION THROUGH COMMUNICATIVE GAMES AT PATTAMA DARUNWIT SCHOOL
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Abstract
This study examined the efficacy of communicative games in enhancing English vocabulary learning achievement among third-grade students in Kamphaeng Phet, Thailand. The sample consisted of 36 students selected through cluster sampling. Grounded in language acquisition and pedagogy theories, this research adopts a mixed-methods approach, employing pre-test and post-test assessments to measure vocabulary learning gains. Additionally, a student satisfaction questionnaire was used to evaluate students’ perceptions of the learning experience. Results indicate significant improvements in vocabulary learning achievement following instructional lessons structured around communicative games. Students expressed overall satisfaction with the learning content, methods, and classroom atmosphere, highlighting the relevance and engagement of communicative games in enhancing language learning outcomes. While variability in individual experiences was noted, the findings underscore the potential of communicative games as effective tools for promoting language acquisition and proficiency. This study contributed to the growing body of literature on innovative pedagogical approaches and emphasizes the importance of interactive and engaging activities in language education. Moving forward, further research and application of communicative games were considered essential for refining language teaching practices and improving students' English language proficiency.
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