Integrating Animated Videos, Songs, and Games to Enhance Young Learners’ Vocabulary Learning in EFL Classrooms: A Descriptive Study in Thai Elementary School
Mengintegrasikan Video Animasi, Lagu, dan Permainan untuk Meningkatkan Pembelajaran Kosakata Pelajar Muda di Kelas EFL: Sebuah Studi Deskriptif di Sekolah Dasar Thailand
DOI:
https://doi.org/10.21070/ups.8594Keywords:
audio-visual media, EFL Classroom, Young Learners, English vocabulary learningAbstract
Abstract. Challenges maintaining attention and fostering meaningful vocabulary learning persist in young EFL learners, who often disengage with traditional methods. Limited research exists on combined media forms in authentic classrooms. This descriptive qualitative study explored how animated videos, song clips, and audiovisual games impact vocabulary acquisition, interaction, and participation among 22 Thai fourth-graders. Data from seven lessons via structured observation and field notes revealed distinct benefits: animated videos clarified abstract vocabulary through visuals; song clips enhanced memorability and engagement via rhythm; audiovisual games promoted sustained focus, interaction, and application through play and feedback. Each tool uniquely supported different learning stages. The findings demonstrate that strategically integrating varied multimodal media significantly enriches EFL instruction, particularly where authentic exposure is limited, and encourages aligning tool selection with lesson goals.
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