Student Engagement in Vocabulary Learning Through Teacher-Facilitated Pictionary Game in Thai Primary EFL Classrooms

Student engagement is fundamental to vocabulary learning since engaged learners show greater attention, interaction in activities, and performance improvement in EFL classrooms. Drawing-based teaching strategies, like the Pictionary game, have recently gained attention as interactive tools that may foster learner engagement in vocabulary instruction. In this study, the influence of the teacher-facilitated Pictionary game on student engagement in vocabulary learning is examined with Thai primary EFL learners. A mixed-methods design involving 27 students in grades 4-6 from a public primary school in Northeastern Thailand voluntarily participated in the study. Over the 16-week period, the teachers conducted vocabulary activities with the students via the Pictionary game designed and facilitated by the teacher. Data collected included a questionnaire and focus group interviews to gather specific details about student engagement. Quantitative data were computed through descriptive statistics, while qualitative data were analysed through thematic analysis directed by a multidimensional engagement framework. Results reveal the teacher-facilitated Pictionary game created high levels of behavioural, emotional, cognitive, and agency engagement. Together, the findings imply that the teacher-facilitated Pictionary game can produce an engaging venue for wider-range engagement in vocabulary learning among young EFL learners.