The Impact of Implementing Multimedia Instruction to Enhance the English Vocabulary Knowledge of Primary Students
DOI:
https://doi.org/10.14456/ojed.2025.1Keywords:
multimedia instruction, vocabulary knowledge, young learnersAbstract
This study aimed to enhance students' English vocabulary knowledge through the use of Multimedia Instruction in teaching and learning. The lessons were designed based on eight selected research-based principles for Multimedia Instruction proposed by Mayer (2014) for creating effective Multimedia Instruction, which emphasize the integration of visuals and auditory elements to optimize learning. The objectives of the study were to 1) investigate the impact of multimedia instruction on enhancing the English vocabulary knowledge of primary students and 2) explore the opinions of primary students regarding the use of multimedia instruction to enhance their English vocabulary knowledge. The study involved 20 primary five students from a private school in Narathiwat Province selected using convenience sampling. A one-group pre-test and post-test design was utilized. The research instruments included pre-tests, post-tests, and semi-structured interviews. Eight students were chosen for the interview based on their post-test performance. Data analysis was conducted using paired-sample t-tests, means, standard deviations, and thematic analysis. The results demonstrated that students' vocabulary knowledge significantly improved after the implementation of multimedia instruction (p = .01). Students reported that the lessons were engaging, helping them concentrate on vocabulary learning and interact with visual content. However, some challenges were noted, including distracting background music and unclear pronunciation. Overall, multimedia instruction proved to be an effective and engaging tool for enhancing vocabulary learning, despite minor challenges.
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