The use of picture Cue Cards to improve pupils vocabulary retention in Malaysian primary classrooms

This study investigates the effectiveness of picture cue cards in helping Year 3 pupils improve their vocabulary retention. This action research was conducted in a suburban school involving 30 pupils. Data collection instruments included pretest and post-test assessments and a post-test questionnaire comprising Likertscale and open-ended questions. The purpose was to gauge the pupils' attitudes towards using picture cue cards and to identify any challenges they faced during the process. The findings indicate that using picture cue cards significantly improved the Year 3 pupils_ vocabulary retention. The paired sample t-test results revealed a significant difference between the pre-test and post-test scores (M = 10.60 and M = 27.17, respectively), demonstrating marked improvement in vocabulary retention. Furthermore, the questionnaire data showed that the pupils had a positive attitude towards using picture cue cards for vocabulary retention. Despite the improvements, some challenges were identified through the openended questions, analysed using the thematic analysis method. These challenges will be considered to provide better interventions in the next research cycle. The theoretical implications of this research highlight the importance of multisensory learning approaches in language acquisition. The significant improvement in vocabulary retention suggests that visual aids, such as picture cue cards, can effectively support vocabulary learning in young learners. This aligns with cognitive theories of multimedia learning, which propose that combining visual and verbal elements can enhance understanding and retention. Overall, the research demonstrated that picture cue cards are a useful instructional tool in classrooms, effectively enhancing pupils' vocabulary retention and providing insights into practical and theoretical approaches to language teaching.