Students’ Experience in the Use of Word Walls in Supporting Vocabulary Development: A Qualitative Case Study in the Fourth Graders in a Monastic School in Mandalay

Abstract

As vocabulary development enables learners, especially young learners, gain the ability to communicate effectively and participate successfully in academic activities. Emphasizing on vocabulary development, Word Walls are utilized as a learning tool that facilitates vocabulary acquisition and language development. This study aimed to explore the role of Word Walls in supporting vocabulary development among Grade-4 students in a monastic school in Mandalay, Myanmar. In this study, students’ and the teacher’s perceptions of Word Walls, benefits and challenges and suggestions for improving the implementation of Word Walls were investigated. This study employed a qualitative case study design. Purposive sampling was used to select ten Grade-4 students and one classroom teacher who had experience using Word Walls in the classroom. Data were collected through semi-structured interviews and analyzed using thematic analysis. The findings indicated that students generally had positive perceptions of Word Walls on learning new vocabulary, retaining previously learned words, and supporting language learning such as in speaking, literacy and independent learning. The students also reported their positive attitudes towards utilizing Word Walls in the classroom as they are helpful for their learning process. The suggestions about the attractive design and accessibility of the Word Walls were also identified by the students. The teacher also perceived Word Walls as effective tools that supported vocabulary acquisition and language development. In addition, the teacher recommended enhancing the visual appeal of Word Walls design, selecting appropriate locations, and managing time for their preparation and maintenance. The study concludes that Word Walls perform as a valuable learning aid for vocabulary development among primary students when they are carefully designed and meaningfully integrated into classroom activities. For English language teachers, practical implications were provided to create engaging vocabulary-learning environments and offer recommendations for future research on vocabulary instruction in primary education.