English Vocabulary Learning among Fourth-Grade Elementary School Students through Peer-Assisted Learning Combined with Board Games
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Abstract
This research aimed to: (1) compare the English vocabulary learning ability of fourth-grade elementary school students before and after receiving instruction through peer-assisted learning combined with board games; (2) compare the students’ English vocabulary learning ability after the intervention with the 70% criterion; and (3) investigate the students’ satisfaction with the instructional approach. The study employed a pre-experimental research design, using a one-group pretest–posttest design. The experimental group consisted of 19 fourth-grade students from a medium-sized school under Chai Nat Primary Educational Service Area Office during the first semester of the 2025 academic year. The participants were selected through cluster random sampling. The experiment was conducted over four weeks, totaling eight hours. The research instruments included lesson plans integrating peer-assisted learning with four types of board games (Pelmanism, Vocabulary Domino Show, Vocabulary Bingo, and Snakes and Ladders), an English vocabulary learning ability test, and a student satisfaction questionnaire. Data were analyzed using the Paired-Samples t-test, One-Sample t-test, mean, and standard deviation.
The findings revealed that: (1) The students’ English vocabulary learning ability after the intervention (M = 16.42) was significantly higher than before the intervention (M = 9.00) at the .05 significance level; (2) The students’ English vocabulary learning ability after the intervention (M = 16.42, equivalent to 82.10%) was significantly higher than the 70% criterion at the .05 significance level; and (3) The students’ overall satisfaction with the instructional approach was at the highest level (M = 4.63, S.D. = 0.49).
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