Engaging English Language Learners: The Impact of Pictionary on Student Interest and Vocabulary Retention in EFL Classrooms
(1) Universitas Hamzanwadi
(2) Universitas Hamzanwadi
(3) Universitas Hamzanwadi
(4) Universitas Hamzanwadi
(*) Corresponding Author
DOI: https://doi.org/10.26858/eltww.v11i2.64579
Abstract
This study investigates the effectiveness of the Pictionary game in enhancing student engagement, fostering collaborative learning, and improving vocabulary retention in English language classes among seventh-grade students. Utilizing a qualitative approach, data were collected through observations, questionnaires, and interviews with 20 students from SMPN 3 Masbagik. The findings reveal that Pictionary created a lively and interactive classroom environment, significantly increasing students’ interest in English lessons. The game’s collaborative nature encouraged peer interaction and support, helping reduce language anxiety and promoting a supportive learning atmosphere. Additionally, students demonstrated improved vocabulary retention, benefiting from the visual associations inherent in Pictionary, which aligns with dual coding theory. These results highlight the educational value of game-based learning in EFL contexts, suggesting that integrating Pictionary into language instruction can foster a more engaging and effective learning experience. This study contributes to the understanding of interactive teaching methods in EFL settings and encourages the adoption of similar game-based strategies to support language acquisition.
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