The Impact of Art-Integrated Activities on Enhancing English Vocabulary: A Case Study of Low Proficiency Thai University EFL Learners
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Abstract
Having a strong vocabulary plays a crucial role in helping language learners achieve proficiency in their target language. This study examined the effectiveness of art-integrated activities in improving vocabulary acquisition and explored learners’ attitudes toward this creative learning approach. A mixed-methods design was employed with 25 low-proficiency English language learners participating in an eight-week intervention. Students completed a vocabulary pre-test and post-test, along with a post-intervention attitude questionnaire featuring both Likert-scale and open-ended items. The quantitative analysis revealed that the participants’ post-test vocabulary scores increased significantly, with the mean score increasing from 29.68 on the pre-test to 34.24 on the post-test (p < .001). The questionnaire results indicated that the learners strongly agreed on the benefits, enjoyment, and motivation derived from the activities. Content analysis of the open-ended responses identified four key themes: increased engagement and enjoyment, improved vocabulary retention, enhanced confidence in language use, and greater self-awareness of progress despite initial challenges. The findings suggest that art-integrated instructional approaches serve as a valuable strategy for vocabulary learning among low-proficiency learners. This approach not only enhances academic outcomes but also fosters a creative learning environment and strengthens learners’ confidence. Therefore, it is recommended that teachers adopt multimodal learning methods to accommodate learner diversity and promote positive attitudes toward language learning.
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