Enhancing English Vocabulary Achievement among Hmong Ethnic Primary Students in Thailand through Play-Based Learning

Abstract

Play-based learning in conjunction with frame semantics offers a promising method to enhance English vocabulary of young learners, especially from an underserved language-minority group such as Hmong in northern Thailand. The purpose of this study was to investigate the effectiveness of an integrated frame semantics and play-based learning approach in English vocabulary learning for Hmong Ethnic primary students, and its related instructional materials. There were seven teachers participated in a six-hour professional training session, and the English subject teacher implemented play-based instructions for 11 weeks with 29 students from Grades 1-3. The instruments were pre-test, post-test, satisfaction questionnaire, interview and teacher observation notes. Quantitative findings using a Wilcoxon signed-rank test revealed significant improvements in students’ vocabulary achievement scores (Z = -4.495, p, < .05) with a large effect size after the intervention, and qualitative results reported students’ enjoyment, increasing motivation, anxiety-free environment and better relation among peers. Additionally, teachers were satisfied with developed materials and play-based activities, but some challenges were recognized such as material development, levels of participation and assessment during play. The findings suggest that this approach might potentially create an equal opportunity to learn English for ethnic minority schools in Thai remote areas with resource constraints.