The Effect of Play-Based Instruction on Young Learners’ English Vocabulary Learning: A Case Study of Primary School Students in Guangxi Zhuang Autonomous Region
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Abstract
The objectives of this research were: (1) To compare the effects of play-based instruction and rote instruction on pupils’ English vocabulary learning in classroom setting. (2) To examine the levels of pupils’ positive engagement during play-based instruction classes. This research involved 22 pupils studying in Grade 4 divided into a control group and an experimental group. The research instruments employed in this research were play-based instruction, pretest, post-test, and an observation checklist. The data of pretest and post-test were analyzed by independent samples t-test, paired samples test, mean (M), and standard deviation (SD). Pupils’ sum and frequency, whose data originated from the observation checklist were measured pupils’ positive engagement, negative engagement, and non-engagement levels.
The results were: (1) Play-based instruction was more effective than rote instruction on learning vocabulary. (2) In play-based instruction, the level of pupils’ positive engagement was high.
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References
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