INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025  
AStudy on the Use of Vocab Detectives: Pictorial Vocab Learning Mission  
Pack to Enhance Form 3 ESLLearners’Vocabulary Learning  
Armeen Iskandar bin Suhar#, Noraini binti Zulkepli*, Siti Shuhaida binti Shukor#, Intan Safinas binti  
Mohd Ariff Albakri#, Tan Hooi Syn#  
#Faculty of Languages and Communication, University Pendidikan Sultan Idris  
*Corresponding Author  
DOI: https://dx.doi.org/10.47772/IJRISS.2025.910000709  
Received: 02 November 2025; Accepted: 10 November 2025; Published: 21 November 2025  
ABSTRACT  
This study intends to investigate the effectiveness of Vocab Detectives, a pictorial vocabulary learning mission  
pack to enhance vocabulary learning among ESL learners. A quantitative research design was employed; with  
30 form 3 ESL learners selected through purposive sampling. The data for this study were collected using  
vocabulary tests administered before and after the intervention, followed by a survey questionnaire collecting  
learners’ perceptions of the intervention in terms of explicit vocabulary lesson, personal experiences, and  
teacher’s instruction. Inferential statistics of the pre- and post-test scores obtained using t-test suggest that the  
learners improved by 28.67% in their average total score, from 61.67% in the pre-test to 90.33% in the post-  
test. The findings show that the intervention used in the study has the potential to improve ESL learners’  
vocabulary acquisition. Similarly, a descriptive analysis of the learners’ perceptions of the intervention  
indicates an overall positive perception, with a high degree of agreement (M > 3.668) across all items in the  
survey questionnaire. Based on the findings, it can be concluded that Pictorial Vocab Learning Mission Pack is  
effective to help ESL learners’ vocabulary acquisition. The implication of this study is it extends the potential  
of applying the pictorial vocabulary approach to transform English language lessons into an excitement-filled,  
interactive and practical learning environment.  
Keywords— vocabulary learning, ESL learners, vocabulary acquisition, English language teaching, learners’  
perception  
INTRODUCTION  
Past empirical studies have proven the relationship between vocabulary acquisition and successful second  
language learning. This provides convincing evidence of the importance for learners to develop a strong  
foundation in vocabulary, as it directly impacts their overall learning experience, language proficiency and  
academic performance. However, [5] state that many ESL learners in Malaysia face difficulties enhancing their  
vocabulary acquisition as they struggle with limited vocabulary exposure beyond the classroom.  
Studies by [10], [14] both suggest that low vocabulary acquisition has a negative impact on learners’  
proficiency in all four language skills. In relation to this, researchers such as [9] and [15] emphasize on the  
importance of explicit teaching of vocabulary in the classroom, as implicit teaching might not yield the desired  
outcomes.  
Teaching approaches in recent years have undergone a significant revolution with the advancement of digital  
technology [3]. This enables the incorporation of multimodal learning resources, such as images, visual aids,  
audio and video elements to enhance the teaching and learning experience. The shift from traditional schooling  
to online education due to the COVID-19 pandemic [7] made virtual and digital learning even inevitable for  
the majority of learners and educators worldwide. With that, teachers can now maximise the utilisation of  
digital tools for vocabulary learning, as they provide various ways for learners to learn and practice using the  
new words, while also allowing for an interactive and personalised learning experience [2].  
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Various past studies have explored the potential of gamification in vocabulary learning using the pictorial  
vocabulary approach. It involves triggering existing knowledge through the use of images, icons, or  
illustrations to link the new vocabulary with learners’ prior knowledge [16]. Reference [7] demonstrated the  
effectiveness of the pictorial vocabulary learning model in improving vocabulary range among Malaysian  
lower secondary ESL learners. However, its gamified application in the form of active mission-based learning  
remained possible for further exploration.  
While past studies have highlighted the importance of vocabulary acquisition and the effectiveness of pictorial  
vocabulary learning, there is limited empirical evidence on their effectiveness when approached in the form of  
active mission-based classroom learning. For that reason, this study intends to address this gap by investigating  
the impact of the Vocab Detective pictorial vocab mission pack on vocabulary acquisition among ESL learners.  
To achieve the aim, the research objectives are:  
1. To find out the effectiveness of Vocab Detectives Pictorial Vocab Learning Mission Packs to enhance  
Form 3 ESL learners’ vocabulary learning.  
2. To explore Form 3 ESL learners’ perception of the use of Vocab Detectives Pictorial Vocab Learning  
Mission Packs to enhance their vocabulary learning.  
Following the outlined objectives, the research questions are:  
1. How does the use of Vocab Detectives Pictorial Vocab Learning Mission Packs enhance Form 3 ESL  
learners’ vocabulary learning?  
2. What are the Form 3 ESL learners’ perceptions of the use of Vocab Detectives Pictorial Vocab Learning  
Mission Packs to enhance their vocabulary learning?  
This study will offer meaningful insights for ESL educators looking to improve vocabulary teaching and  
learning approaches. By presenting the effectiveness of the pictorial vocabulary approach and mission-based  
vocabulary activities, it adds to the expanding research on visual and gamified approaches in ESL learning.  
Not just that, the study also provides practical suggestions on the incorporation of interactive and learner-  
centred tools that can be used in ESL classrooms to enhance classroom engagement and an impact-driven  
vocabulary learning experience among ESL learners.  
LITERATURE REVIEW  
Several past studies have investigated and found evidence of the effectiveness of pictorial-based approaches in  
enhancing vocabulary acquisition among ESL learners. For example, [6] employed the Malaysian-based  
Pictorial Vocabulary Learning Model and found that learners’ performance on the post-test increased  
significantly by 141.05%, exemplifying the effectiveness of the pictorial vocabulary approach in enhancing  
learners’ vocabulary acquisition. Meanwhile, [11] found that learners improved their vocabulary retention by  
44.07% upon exposure to associating new words with pictures, aided by a self-made picture dictionary. This  
study highlights the effectiveness of visual aids in enhancing learners’ vocabulary retention and making  
English learning more engaging.  
Similarly, [13] developed the English Vocabulary with a Picture (EVP) application and discovered that learners  
using the application outperformed their counterparts in the post-test, supporting their claim that the EVP can  
be a good supplementary tool for vocabulary learning. In another study, [4] demonstrated the effectiveness of  
the pictorial vocabulary approach as the study aimed to investigate the effects of the Oxford Picture Dictionary  
on 50 learners’ vocabulary expansion. The results not only showed that the learners improved their vocabulary  
scores, but they also improved their pronunciation, reading and speaking skills.  
Reference [7] addressed the issue of learners possessing limited vocabulary knowledge by implementing a  
pictorial-based vocabulary learning module and received positive results from learners’ improvement in  
vocabulary knowledge. Reference [8], on the other hand, studied the effect of providing explicit vocabulary  
instructions on learners’ vocabulary learning using 10 different techniques and found that the participating  
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INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025  
learners improved significantly in their post-test performance (p < 0.05), illustrating the effectiveness of  
explicit vocabulary learning instruction and the importance of directly addressing vocabulary to the learners.  
Collectively, these studies have highlighted that the pictorial vocabulary strategies are proven effective in  
improving retention, motivating learners and improving their English language learning experience.  
RESEARCH METHODOLOGY  
A quantitative research design was employed as the research approach in this study to investigate the impacts  
of Vocab Detectives in enhancing vocabulary learning among a group of lower secondary school ESL learners.  
This research approach is selected because it enables the researcher to collect accurate and measurable findings  
through numerical data [12], making the results empirical and statistically presentable. Using purposive  
sampling, thirty Form 3 ESL learners were selected to take part in the study.  
Two research instruments were employed in the present study. The first research instrument, which was  
intended to obtain data on the effectiveness of the intervention, is a pre and post-tests. The second research  
instrument i.e. a questionnaire was used to find out the learners’ perceptions of the intervention. The  
questionnaire comprises three parts: vocabulary lesson, personal experience, and teacher’s instruction, with  
each section consisting of statements to help participants provide their feedback on the intervention using a  
five-point Likert scale. To ensure the reliability of the questionnaire, the Cronbach’s Alpha test was conducted.  
From the test, the items recorded an excellent Cronbach’s Alpha coefficient of 0.87. This score, which is higher  
than 0.8, suggests effectiveness and a high degree of internal consistency.  
To analyse the data, results from the pre-test and post-test were analysed using inferential statistics by running  
a t-test using the Statistical Package for the Social Sciences (SPSS) to calculate the mean, standard deviation,  
t-value and p-value. Apart from that, results from the survey questionnaire were analysed using descriptive  
statistics by calculating the mean and standard deviation to assess and present the learners’ perception towards  
the use of the intervention.  
FINDINGS  
Table 1 Indicators for Mean Score Interpretation  
Mean  
Level  
High  
3.668 - 5.000  
2.334 - 3.667  
1.000 - 2.333  
Medium  
Low  
To interpret the mean score obtained from each item in the Learner Feedback Survey Questionnaire responses,  
this study adopts the mean score interpretation by Nugent et al. (2001), as cited by [9].  
Table 2 Findings for The Pre-Test and Post-Test Results  
Mean (M)  
Standard Deviation (SD)  
Average (%)  
Item  
Pre-Test (N = 30)  
Post-Test (N = 30)  
12.333  
18.167  
2.905  
1.552  
61.67  
90.33  
Table 2 presents the statistics for the pre-test scores (n= 30), which revealed a mean score of 12.333 with a  
standard deviation (SD) of 2.905 and a 61.67% average score, which showcases a moderate level of  
vocabulary knowledge before the intervention, with some variability in the learners’ performance. For the post-  
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ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025  
test (n=30) a mean score of 18.167 with a standard deviation (SD) of 1.552 and an average percentage score of  
90.33% obtained by the learners following the intervention. These results reflect a substantial improvement in  
vocabulary performance, and the reduction in score variability indicates a more consistent performance among  
the learners.  
Table 3 Comparison of Pre-Test and Post-Test  
Standard  
Mean (M) Deviation  
(SD)  
M Difference  
Total  
Improvement (%)  
Item  
t
df  
p-value  
(M2 – M1)  
Pre-Test  
(N  
= 12.333  
2.905  
-14.638  
29  
< 0.001  
5.83  
61.67  
30)  
The figures presented in Table 3 serve to compare the mean scores of the pre-test and post-test to highlight the  
differences in learners’ performance following the intervention. The mean score difference of 5.83 highlights a  
visible improvement in learners' overall scores in the post-test as compared to the pre-test. This can also be  
translated to a 28.67% improvement in the learners’ average total score, rising from 61.67% in the pre-test to  
90.33% in the post-test, based on the full mark of 20. Besides, the noticeable reduction of standard deviation  
from 2.905 (pre-test) to 1.552 (post-test) signifies a clear improvement in the consistency of learner  
performance after the intervention.  
Additionally, a paired-sample t-test was conducted to find out whether the difference between the pre-test and  
post-test scores was statistically significant. The analysis produced a t-value of -14.638 with 29 degrees of  
freedom (df) and a p-value less than 0.001 (p < 0.001). According to [1], a p-value of <0.05 was considered  
statistically significant, which implies that such an improvement is unlikely to have occurred by chance.  
Table 4 Part 1 - Vocabulary Lessons  
No.  
Item  
Mean  
SD  
1.  
The vocabulary tasks are appropriate and match my level of 4.11  
English proficiency.  
0.45  
2.  
3.  
The instructions are clear and easy to follow.  
4.21  
0.50  
0.46  
The vocabulary lessons are appropriately challenging and 4.14  
help me learn better.  
4.  
5.  
The vocabulary lessons are interesting.  
4.17  
0.41  
0.49  
The vocabulary tests reflect the words I learned in class.  
4.14  
The first part of the survey questionnaire aimed at identifying learners’ feedback on the vocabulary lesson  
where the intervention was carried out. Based on the analysis of learner feedback presented in Table 4, item 2  
obtained the highest mean score (M = 4.21; SD = 0.50), suggesting that learners appreciate clear and easy  
instructions, which enable them to understand the lesson and participate in the lesson activities. However,  
while item 1 obtained the lowest mean score (M = 4.11; SD = 0.45), which implies that some learners may feel  
that the tasks are either too difficult or too easy for them, the mean score of 4.11, which is greater than 3.668,  
still indicates positive feedback from the majority of learners. Generally, these figures illustrate that learners  
responded positively to the vocabulary lesson overall and highlight the effectiveness of the intervention in  
promoting active classroom participation and facilitating vocabulary learning.  
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Table 5 Part 2 – Personal Experience  
No.  
Item  
Mean  
SD  
1.  
I have improved my English vocabulary through these 4.31  
lessons.  
0.42  
2.  
3.  
4.  
I can remember new words better after each lesson.  
I understand how to use new words in context.  
4.20  
4.20  
0.42  
0.48  
0.37  
I feel more confident using new words in my writing and 4.33  
speaking.  
5.  
These lessons help me learn vocabulary more effectively 4.24  
than usual methods  
0.34  
6.  
7.  
8.  
I find the pictorial vocabulary tasks motivating.  
4.24  
4.10  
0.34  
0.44  
0.45  
The mission-style vocabulary activities make learning fun.  
I am more interested in learning English vocabulary because 4.29  
of these lessons.  
9.  
I feel proud when I complete each vocabulary mission.  
4.21  
0.50  
0.58  
10.  
These lessons encourage me to learn vocabulary on my own 4.16  
outside the classroom.  
For the second part, the items included in the questionnaire aimed at identifying learners’ feedback on their  
personal learning experience after the lesson where the intervention was executed. The data analysis reveals  
that item 4, which states, ‘I feel more confident using new words in my writing and speaking’, displays the  
highest mean score (M = 4.33; SD = 0.37) among the 10 items of this section. This data indicates that learners  
reported feeling more confident using the new vocabulary in their writing and speaking activity, and suggests  
that the intervention not only effectively taught vocabulary, but also increased their confidence in applying the  
new vocabulary in real-life situations.  
On the other hand, item 7, which states, ‘The mission-style vocabulary activities make learning fun’ obtained  
the lowest mean score (M = 4.10; SD = 0.44). From this data, we can infer that although the score is still  
within the highly positive range (>3.668), which indicates that the majority of the learners agree with the  
statement, some learners may not find the gamified approach of vocabulary learning enjoyable or engaging as  
others. This may be due to the learners’ personal learning style and preferences, as some learners might prefer  
the traditional or structured learning approach. In general, the results from this section indicate that the  
majority of the learners had a positive perception in terms of their personal learning experience with the  
execution of the intervention, with all items recording mean scores of above 4.0, reflecting high levels of  
agreement.  
Table 6 Part 3 – Teacher’s Instruction  
No.  
Item  
Mean  
SD  
1.  
The teacher gives clear explanations of new vocabulary.  
4.19  
0.48  
2.  
The teacher uses helpful examples to explain word 4.09  
meanings.  
0.48  
3.  
4.  
The teacher checks if I understand the new vocabulary.  
4.03  
0.49  
0.43  
The teacher supports me when I face difficulty with 4.15  
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vocabulary tasks.  
The teacher encourages me to use new vocabulary in class.  
5.  
4.23  
0.40  
The final part of the survey questionnaire aimed at identifying the learners’ perception of the intervention in  
terms of the teacher’s instruction during the execution of the intervention. From the data analysis, we can  
observe that the item receiving the highest mean score (M = 4.23; SD = 0.43), which states ‘The teacher  
encourages me to use new vocabulary in class’, implies that learners feel supported and motivated by the  
teacher throughout the lesson, which encourages them to apply the new vocabulary actively. Meanwhile, item  
3 of this section obtained the lowest mean score (M = 4.03; SD = 0.49). This indicates that although the  
teacher checked if learners understood the new vocabulary, there is a potential area for improvement. A  
possible reason for this is some learners may feel that the guidance and understanding checks may not be  
adequate for them. Hence, the teacher needs to ensure that understanding checks are done consistently to  
improve learners’ perception towards the intervention. Overall, the majority of learners involved expressed  
positive perceptions of the teacher’s instruction in facilitating explicit vocabulary learning through this  
intervention, with the mean scores for all items exceeding 4.0.  
DISCUSSION  
To answer the first research question on the effectiveness of using Vocab Detectives: Pictorial Vocab Learning  
Mission Packs to enhance Form 3 ESL learners’ vocabulary learning; the results indicate that the use of Vocab  
Detectives Pictorial Vocab Learning Mission Packs is effective in enhancing Form 3 ESL learners’ vocabulary  
learning. The following results, including the significant increase in learners’ vocabulary test scores from a  
pre-test mean of 12.333 (SD = 2.905) to mean score of 18.167 (SD = 1.552) in the post-test, as well as the  
improvement of 28.67% in the learners’ average total score, rising from 61.67% in the pre-test to 90.33% in  
the post-test, demonstrates not only the effectiveness of this intervention on enhancing the vocabulary learning  
of the targeted group of learners, but also the greater consistency in learners’ outcomes. These results align  
with prior studies by [6], [8], [11], which reported remarkable improvements in learners’ vocabulary post-test  
results, answering the question of whether the pictorial vocabulary approach effectively enhances learners’  
vocabulary acquisition.  
With regard to the second research question, the learners demonstrated positive responses towards all items in  
the survey questionnaire comprising the aspects of the vocabulary lesson, learner’s personal experience, and  
teacher’s instructions. The positive attitudes can be discerned from the findings obtained through the survey  
questionnaire, which displayed that the majority of learners strongly agree with the statements such as ‘The  
instructions are clear and easy to follow’ (M = 4.21; SD = 0.50), which suggests the clarity of instructions  
leading to effective lesson delivery. ‘I feel more confident using new words in my writing and speaking.’ (M =  
4.33; SD = 0.37), highlighting the success of the intervention in encouraging learners for a more active  
practical use of the newly learnt vocabulary. In general, the feedback obtained aligns with the feedback  
received in [7] where the majority of the learners agreed that the pictorial modules of vocabulary learning  
increased their confidence and interest in learning the English language.  
Generally, the results of this study suggest that the explicit pictorial vocabulary learning approach is a  
significant option for vocabulary teaching and learning that can improve learners’ vocabulary acquisition. The  
results also exemplify the possibility of a shift of academic exploration towards a more interactive and learner-  
centred vocabulary learning approach in the ESL context, especially in Malaysian classrooms.  
CONCLUSIONS  
This study demonstrated the effectiveness of using pictorial and mission-style vocabulary activities in  
enhancing ESL learners’ vocabulary acquisition. The significant improvement in post-test scores, combined  
with positive learner feedback, indicates that the intervention was successful in increasing vocabulary  
knowledge, confidence, and engagement. Learners responded well to the visual and interactive approach, and  
the teacher’s support further facilitated learning. These findings suggest that integrating gamified and visual  
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tools into ESL instruction can enhance learning outcomes and create a more engaging language learning  
experience.  
ACKNOWLEDGEMENT  
A heartfelt gratitude to all those involved in the completion of this manuscript.  
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