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A true experimental design assigns 64 students to either an M-TGT experimental group or a control group receiving traditional instruction. Vocabulary is measured with a receptive and productive battery at pretest, immediate posttest, and delayed posttest, analyzed using mixed/repeated measures ANOVA and t-tests. Perception is examined with Likert-scale analysis and five-degree happiness smiley-face ratings. 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A true experimental design was employed with 64 Grade 4 students, randomly assigned to either an experimental group (M-TGT) or a control group (traditional instruction) . A receptive and productive vocabulary knowledge battery test was administered at three intervals: pretest, immediate posttest, and delayed posttest. The study employed Mixed and Repeated Measures ANOVA to analyze differences in immediate English vocabulary acquisition and retention between M-TGT and traditional teaching methods, ensuring the validity of results through assumption testing. An independent samples t-test further examined differences in immediate vocabulary acquisition between the two groups. Additionally, perception analysis followed Kenpro (2021) to interpret Likert scale mean scores, providing clear insights into students' attitudes. The results revealed that the M-TGT group demonstrated significantly higher vocabulary acquisition and retention over time compared to the control group. Students’ attitudes, assessed using a Five Degrees of Happiness Smiley Face Likert Scale, indicated overwhelmingly positive perceptions of M-TGT regarding receptive knowledge, productive knowledge, and long-term retention. These findings suggest that integrating multimedia with cooperative learning strategies fosters a more engaging and effective language learning environment. The study contributes to pedagogical advancements in EFL vocabulary instruction, advocating for interactive and competitive methodologies to enhance young learners’ lexical development.  \nKeywords: vocabulary acquisition, multimedia, cooperative learning, Team-Games Tournament, English as a Foreign Language (EFL), instructional strategies  \nINTRODUCTION  \nThe acquisition of lexical items constitutes an indispensable pillar in the domain of language acquisition, particularly within the sphere of English as a Foreign Language (EFL) pedagogy. A robust lexical repertoire is not merely advantageous but imperative for linguistic competence, as it facilitates both receptive and productive modalities of language, encompassing orthographic and phonological expression with precision and fluency (Alqahtani, 2015; Alahmadi & Foltz, 2020) .  \nCitation: Kong-in, W., Treesa-nga, N., Baikam, S., & Iamsa-ard, A. (2025) . Leveraging multimedia and team-games tournament cooperative learning to enhance English vocabulary acquisition of EFL learners. Anatolian Journal of Education, 10(2), 185-202. [https://doi.org/10.29333/aje.2025.10214a](https://doi.org/10.29333/aje.2025.10214a)  \nWithin the intricate framework of English language acquisition, the assimilation of vocabulary exertsa profound influence on the interdependent faculties of textual interpretation, compositional articulation, verbal articulation, and aural discernment. Notwithstanding its ineluctable importance, a considerable proportion of EFL learners, particularly those in the foundational stages of formal education, encounter substantial impediments in lexical retention and prag","cbCaipY8Pl0GB6ru","https://ap.wps.com/l/cbCaipY8Pl0GB6ru","pdf",405120,18,"English","# INTRODUCTION\n## Lexical acquisition and its role in EFL\n## Challenges in Thai EFL vocabulary retention\n## Limitations of rote-based instruction\n## Using TGT with multimodal resources","[{\"question\":\"How does the multimedia Team-Games Tournament (M-TGT) approach support vocabulary learning?\",\"answer\":\"The study links multimedia resources with the TGT cooperative model to create a more engaging and stimulating learning environment. This combination targets both vocabulary acquisition and retention over time.\"},{\"question\":\"How was vocabulary improvement measured in the experiment?\",\"answer\":\"A receptive and productive vocabulary battery test was administered at three intervals: pretest, immediate posttest, and delayed posttest. Differences between groups were analyzed using mixed and repeated measures ANOVA and independent samples t-tests.\"},{\"question\":\"What did students think of the M-TGT method?\",\"answer\":\"Students reported overwhelmingly positive perceptions based on Likert-scale mean scores and a five-degree happiness smiley-face scale. Attitudes were reported for receptive knowledge, productive knowledge, and long-term retention.\"}]","Leveraging Multimedia and Team-Games Tournament Cooperative Learning to Enhance English Vocabulary Acquisition of EFL Learners | PDF",1792073787,45]