THE DEVELOPMENT OF ENGLISH VOCABULARY ACHIEVEMENT THROUGH GAME-BASED ACTIVITY PACKAGE AMONG GRADE 3 STUDENTS AT WAT MAKUT KASATRIYARAM SCHOOL
Keywords:
game-based activity package, English vocabulary achievement, game-based learning, Grade 3 studentsAbstract
This study aimed to: (1) develop and determine the efficiency of a game-based activity package for enhancing the English vocabulary of Grade 3 students at Wat Makut Kasatriyaram School according to the 80/80 efficiency criterion; and (2) compare the students’ English vocabulary achievement before and after learning through the game-based activity package. This study employed a pre-experimental one-group pretest–posttest design. The target group consisted of 17 Grade 3 students enrolled at Wat Makut Kasatriyaram School, Bangkok, during the first semester of the 2025 academic year. The participants were selected through purposive sampling based on the criterion that they had scored below 60% on an English vocabulary test. The research instruments comprised a game-based activity package for developing English vocabulary, three lesson plans, a pretest and posttest, and three formative tests, each covering 10 English vocabulary items. The data were analysed using the mean, standard deviation, the efficiency level (E1/E2), and a paired-samples t-test. The findings revealed that the game-based activity package achieved an efficiency level of 85.88/86.47, exceeding the predetermined criterion of 80/80. The students’ mean score on the formative tests was 25.76 (SD = 0.83). Moreover, their posttest scores (M = 17.29, SD = 1.36) were significantly higher than their pretest scores (M = 10.53, SD = 1.37), t(16) = 13.43, p < .001. These findings indicate that the students’ English vocabulary achievement improved after learning through the game-based activity package and that the package was effective in enhancing their English vocabulary knowledge.
References
กระทรวงศึกษาธิการ. (2551). หลักสูตรแกนกลางการศึกษาขั้นพื้นฐาน พุทธศักราช 2551. กรุงเทพฯ: โรงพิมพ์ชุมนุมสหกรณ์การเกษตรแห่งประเทศไทย.
สถาบันทดสอบทางการศึกษาแห่งชาติ (องค์การมหาชน). (2569). รายงานผลการวิเคราะห์ผลการทดสอบ O-NET ชั้น ป.6 ปีการศึกษา 2568 เพื่อพัฒนาการเรียนการสอน. สืบค้นจาก https://www.niets.or.th/th/content/view/27324
Atkinson, R. C., & Shiffrin, R. M. (1968). Human memory: A proposed system and its control processes. In K. W. Spence & J. T. Spence (Eds.), The psychology of learning and motivation: Advances in research and theory (Vol. 2, pp. 89–195). New York, NY: Academic Press. doi:10.1016/S0079-7421(08)60422-3
Baddeley, A. (2000). The episodic buffer: A new component of working memory? Trends in Cognitive Sciences, 4(11), 417–423. doi:10.1016/S1364-6613(00)01538-2
Bakhsh, S. A. (2016). Using games as a tool in teaching vocabulary to young learners. English Language Teaching, 9(7), 120–128. doi:10.5539/elt.v9n7p120
Chonghan, N., Sukying, A., & Yothachai, N. (2026). The effect of card-game-based instruction on vocabulary knowledge and student engagement in primary school EFL students. World Journal of English Language, 16(6), 585–596. doi:10.5430/wjel.v16n6p585
Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: Defining “gamification”. In Proceedings of the 15th International Academic MindTrek Conference: Envisioning future media environments (pp. 9–15). New York, NY: Association for Computing Machinery. doi:10.1145/2181037.2181040
Ganesan, P., Aziz, A. B. A., & Ismail, H. H. (2025). Comparing rote memorization and contextual learning in vocabulary acquisition among upper primary ESL students. International Journal of Academic Research in Progressive Education and Development, 14(2), 489–502. doi:10.6007/IJARPED/v14-i2/25165
Gathercole, S. E., & Baddeley, A. D. (1989). Evaluation of the role of phonological STM in the development of vocabulary in children: A longitudinal study. Journal of Memory and Language, 28(2), 200–213. doi:10.1016/0749-596X(89)90044-2
Gee, J. P. (2003). What video games have to teach us about learning and literacy. New York, NY: Palgrave Macmillan.
Lohing, A., Boto, N., & Khonpian, T. (2026). Developing English vocabulary through bingo games on weather and seasons for Grade 4 students at Tesban 4 Thonwithee, Yala Province. Journal of Education Yala Rajabhat University, 5(1), 14–22. Retrieved from https://so08.tci-thaijo.org/index.php/jeduyru/article/view/4988
Nakata, T. (2017). Does repeated practice make perfect? The effects of within-session repeated retrieval on second language vocabulary learning. Studies in Second Language Acquisition, 39(4), 653–679. doi:10.1017/S0272263116000280
Nation, I. S. P. (2013). Learning vocabulary in another language (2nd ed.). Cambridge, England: Cambridge University Press.
Prensky, M. (2001). Digital natives, digital immigrants part 1. On the Horizon, 9(5), 1–6. doi:10.1108/10748120110424816
Sari, K. C., Rusfandi, & Herawati, S. (2024). Exploring the use of game-based ice-breaking activities by English teachers during the teaching and learning process. Journal of English Language and Education, 9(6), 28–42. doi:10.31004/jele.v9i6.584
Schmitt, N. (2010). Researching vocabulary: A vocabulary research manual. Basingstoke, England: Palgrave Macmillan. doi:10.1057/9780230293977
Skinner, B. F. (1953). Science and human behavior. New York, NY: Macmillan.
Uchihara, T., Webb, S., & Yanagisawa, A. (2019). The effects of repetition on incidental vocabulary learning: A meta-analysis of correlational studies. Language Learning, 69(3), 559–599. doi:10.1111/lang.12343
Webb, S. (2007). The effects of repetition on vocabulary knowledge. Applied Linguistics, 28(1), 46–65. doi:10.1093/applin/aml048
Wright, A., Betteridge, D., & Buckby, M. (2006). Games for language learning (3rd ed.). Cambridge, England: Cambridge University Press.
