Leveraging Multimedia and Team-Games Tournament Cooperative Learning to Enhance English Vocabulary Acquisition of EFL Learners
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| Title: | Leveraging Multimedia and Team-Games Tournament Cooperative Learning to Enhance English Vocabulary Acquisition of EFL Learners |
|---|---|
| Language: | English |
| Authors: | Wapee Kong-in, Napatsorn Treesa-nga, Sirikanjana Baikam, Areewan Iamsa-ard |
| Source: | Anatolian Journal of Education. 2025 10(2):185-202. |
| Availability: | Gate Association for Teaching and Education. e-mail: aje.editorial@gmail.com; Web site: http://e-aje.net/ |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 4 Intermediate Grades |
| Descriptors: | English (Second Language), Second Language Instruction, Multimedia Instruction, Game Based Learning, Cooperative Learning, Vocabulary, Second Language Learning, Elementary School Students, Retention (Psychology), FLES, Grade 4, Foreign Countries, Instructional Effectiveness, Conventional Instruction |
| Geographic Terms: | Thailand |
| ISSN: | 2547-9652 |
| Abstract: | This study investigates the effectiveness of integrating multimedia and the Team-Games Tournament cooperative learning model (M-TGT) in enhancing English vocabulary acquisition and retention among Thai elementary school students. A true experimental design was employed with 64 Grade 4 students, randomly assigned to either an experimental group (M-TGT) or a control group (traditional instruction). A receptive and productive vocabulary knowledge battery test was administered at three intervals: pretest, immediate posttest, and delayed posttest. The study employed Mixed and Repeated Measures ANOVA to analyze differences in immediate English vocabulary acquisition and retention between M-TGT and traditional teaching methods, ensuring the validity of results through assumption testing. An independent samples t-test further examined differences in immediate vocabulary acquisition between the two groups. Additionally, perception analysis followed Kenpro (2021) to interpret Likert scale mean scores, providing clear insights into students' attitudes. The results revealed that the M-TGT group demonstrated significantly higher vocabulary acquisition and retention over time compared to the control group. Students' attitudes, assessed using a Five Degrees of Happiness Smiley Face Likert Scale, indicated overwhelmingly positive perceptions of M-TGT regarding receptive knowledge, productive knowledge, and long-term retention. These findings suggest that integrating multimedia with cooperative learning strategies fosters a more engaging and effective language learning environment. The study contributes to pedagogical advancements in EFL vocabulary instruction, advocating for interactive and competitive methodologies to enhance young learners' lexical development. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1484729 |
| Database: | ERIC |
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