Abstract

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.

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