The effect of picture vocabulary games and gender on four year-old children’s english vocabulary performance: an experimental investigation

Kalaycıoğlu, Hatice Elif
The study aimed to investigate the effectiveness of the educational games as a technique in the preschool-level English vocabulary learning of four year-olds. A true-experimental study design, specifically randomized pre-test, post-test control group design, was adopted. The sample was 33 private preschool children who were four years old. There were 17 females and 16 males in total. Data collection instrument was the 24-item English as a Foreign Language (EFL) Vocabulary Performance checklist prepared in accordance with the Total Physical Response (TPR) lessons’ content by the researcher. A pilot study, reliability and validity checks were done. In a four-week period, totally 24 vocabulary items were presented with picture cards by using Total Physical Response Method to both groups. In the experimental group, picture vocabulary games were used additionally while the control group did not receive picture vocabulary games. At the end, independent-samples t-test was conducted and the results indicated a significant difference in English Vocabulary achievement in favor of the experimental group which was taught by the educational picture vocabulary games with a large effect size. In addition, whether or not there was a gender effect on learning vocabularies of English as a foreign language with picture vocabulary games in the experimental group and without picture vocabulary games in the control group was investigated by means of t-tests. As a result, non-significant gender effect was found for both experimental and control group in learning English vocabulary. Upon understanding the remarkable effectiveness of the picture vocabulary games on English language learning for four year-olds, it can be implied that more picture vocabulary games should be devised for very young learners by the experts for the classroom use and the number of the books about educational vocabulary games should be increased. Furthermore, policy makers ought to prepare English as a foreign language curriculum including games for early childhood education programs, and integrate a new course about teaching English to very young learners into foreign language teacher training and education programs of the universities for pre-service teachers in the scope of a national foreign language policy.


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Citation Formats
H. E. Kalaycıoğlu, “The effect of picture vocabulary games and gender on four year-old children’s english vocabulary performance: an experimental investigation,” M.S. - Master of Science, Middle East Technical University, 2011.