Exploring the Impact of Play-based Learning on Vocabulary Development the case of 4th year in Amir Abdelkader Primary school Zelfana.

Abstract

In recent years, the integration of English as a foreign language in Algerian primary schools has presented both opportunities and challenges for educators and learners alike. One of the key areas of interest is how to enhance young learners’ vocabulary acquisition in meaningful and engaging ways. This study explored the effectiveness of play-based learning in promoting vocabulary development among fourth-year pupils in a primary school context. The main purpose of the study was to investigate whether play-based instruction could improve vocabulary acquisition more effectively than traditional teaching methods. To achieve this, a quasi-experimental design was adopted. The sample consisted of 28 fourth-year pupils from Amir Abdelkader Primary School in Zelfana. The participants were divided into two groups: an experimental group and a control group, each comprising 14 pupils. The experimental group was exposed to six sessions of play-based vocabulary instruction related to the "Health" unit, while the control group received conventional instruction. Only a post-test was administered to both groups due to the pupils’ limited prior knowledge. Additionally, qualitative data were gathered through interviews with three English teachers to gain insight into their experiences, perceptions, and challenges regarding play-based learning. The findings revealed that the experimental group achieved a significantly higher mean score on the post-test compared to the control group. Teachers also reported increased pupil engagement, improved vocabulary retention, and a generally positive classroom atmosphere. However, some challenges included classroom management and lack of resources. Overall, the study confirmed that play-based learning is an effective approach to enhancing vocabulary development among young learners.