Comparing the Effects of Playful Pedagogical Activities and Traditional Methods on EFL Vocabulary Learning

This study investigates the English as a Foreign Language (EFL) learning experiences of Chinese primary school students, aiming to conduct a comprehensive comparison between the impacts of playful pedagogical activities and traditional review, practice, and recitation methods. A total of 80 fourth-graders from two classes taught by the same English teacher have participated in the study. Data were collected though English vocabulary pre- and post-tests, a self-assessment questionnaire, and interviews. The quantitative comparison revealed that both methods positively influenced students’ vocabulary learning, with t-tests indicating no statistically significant difference in their effectiveness. The qualitative findings of this study identified the opportunities and challenges of implementing playful activities for EFL vocabulary learning. Playful pedagogical activities were perceived as innovative and valuable. Additionally, the study outlined the procedural framework for playful pedagogical activities, including planning, orientation, playing, and elaboration.