The Effect of English Drama in Enhancing Vocabulary Among Primary School Students in Guangzhou, China

Abstract

This study investigates the effects of drama-based instruction on vocabulary development and learning motivation among primary EFL learners in Guangzhou, China. Although drama pedagogy has received growing attention, empirical evidence focusing specifically on measurable vocabulary acquisition remains limited in China. A quasi-experimental one-group pretest–posttest design was conducted with 20 Grade 5 students over a seven-week intervention. Additionally, 100 students from Grades 3 to 6 completed a questionnaire assessing five dimensions of motivation toward drama-based vocabulary learning. Results indicated a statistically significant and large improvement in vocabulary test scores, t(19) = –11.52, p < 0.001. Questionnaire findings revealed generally positive motivational responses, with intrinsic enjoyment and social support rated highest, while perceived long-term usefulness was comparatively lower. These findings suggest that drama-based instruction promotes vocabulary development through contextualized engagement and collaborative interaction. The study provides empirical support for integrating drama pedagogy into primary EFL vocabulary instruction.