IMPACT OF PICTIONARY BASED INSTRUCTIONAL TECHNIQUES ON LEXICAL PROFICIENCY OF ESL LEARNERS AT PRIMARY LEVEL

Abstract

The current study was designed to investigate the effectiveness of teaching English vocabulary through Pictionary logs at primary level. The aim to explore whether integrating Pictionary logs as a supplementary tool in vocabulary instruction could enhance vocabulary acquisition, student engagement and learning outcomes. The research study was descriptive in nature with quantitative design involving both questionnaire survey for teachers and experimental study for students. Pre-tests and post-tests measured vocabulary gains while questionnaires gathered insights into student engagement and teacher perceptions. The sample included 40 students and 60 teachers randomly selected from primary schools located in district Bahawalpur. The findings revealed that students exposed to Pictionary-based instruction demonstrated significant improvements in vocabulary recognition, usage and retention compared to the control group. Both teachers and students provided positive feedback on the engagement and effectiveness of the Pictionary logs. The challenges such as the time required for preparation and the varying drawing skills of students were identified. Teacher responses also highlight the positive potential of Pictionary logs as a creative, engaging tool for enhancing vocabulary learning, although challenges such as time management and resource availability. It was recommended that Pictionary logs be adapted more carefully for a broader range of vocabulary themes. The method worked well for concrete nouns and familiar words, teachers may have needed additional training or resources to effectively use Pictionary logs for technical vocabulary. This adaptation could have included providing teachers with examples or templates for illustrating words that are more complex.