Enhancing English Vocabulary Acquisition Through Culturally Relevant Picture Vocabulary Charts for Grade 3 Students in Narathiwat, Thailand

Bilkis  Akhter; Muhammad  Assomadee; Muhammadsyarif  Hayisama-ae; Hartinee  Cheming; Mahsoom  Sateemae

Authors

Bilkis Akhter Faculty of Education, Fatoni University, Pattani Province, Thailand
Muhammad Assomadee Faculty of Education, Fatoni University, Pattani Province, Thailand
Muhammadsyarif Hayisama-ae Faculty of Education, Fatoni University, Pattani Province, Thailand
Hartinee Cheming International Islamic College, Bangkok, Krirk University, Bangkok, Thailand
Mahsoom Sateemae Faculty of Education, Fatoni University, Pattani Province, Thailand

Keywords:

English Language Teaching; Vocabulary Acquisition; Local Culture

Abstract

This study examined the effectiveness of culturally relevant vocabulary picture charts in improving English vocabulary retention among Grade 3 students in Narathiwat, Thailand. A quasi-experimental one-group pre-test–post-test design was employed with nine students who demonstrated low initial vocabulary performance. Quantitative data were collected through a researcher-developed vocabulary test administered before and after the intervention, and the results were analyzed using paired-samples t-tests. The findings indicated a statistically significant improvement in students’ vocabulary retention, with post-test scores significantly higher than pre-test scores (p < .001), suggesting that the vocabulary picture charts had a positive effect on students’ learning outcomes. In addition, a student satisfaction questionnaire was used to examine learners’ perceptions of the instructional materials. The results showed high levels of satisfaction, particularly regarding the cultural relevance, visual clarity, and enjoyment of the learning activities. These findings suggest that integrating culturally familiar images into vocabulary instruction can support young learners’ memory and engagement in English learning. The study provides empirical support for the use of culturally responsive visual materials in primary-level English language classrooms

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