Browsing by Author "Wasima, Atia"

Vocabulary is the heart of any language. It has long been suggested that for a successful foreign or second language learning, learners must have a strong vocabulary knowledge of the target language. Studies have shown that early childhood is the best time to build a good vocabulary skill. ‘Play’ has been exposed as an effective vocabulary learning approach for early childhood education. Similar to many English-speaking countries, education in Malaysia also stresses on ‘play’ to improve early education for students’ forthcoming academic endeavours. This qualitative case study explored preschool children’s English vocabulary learning through play-based activities. For this very reason, the study sought to find out the strategies that preschool children adopt to learn English vocabulary through play-based learning activities, and to investigate the experience of the teacher in teaching vocabulary through play-based teaching method. It was also designed to investigate the teacher’s perspective on teaching English vocabulary through play-based teaching method. The study involved 23 preschool children and their English teacher as sample population. It adopted a triangulation process to analyse the data collected from audio-visual recording, observation field notes, and semi-structured interview. The findings revealed that paying attention, listening, repetition, retrieval, writing, having fun, and teacher-peer interaction were the main approaches preschool children used to learn English vocabulary through play-based learning activities. The teacher also employed multiple teaching techniques, such as using materials, giving instruction, providing explicit information, using first language and synonymous words, and participation with children in learning activities to teach vocabulary. Moreover, the findings from the teacher’s interview also revealed that the teacher appreciates the idea of play-based teaching method to teach English vocabulary. The current study is significant in filling the gap in the current literature concerning teaching English vocabulary through play-based teaching method.