Developing an English pictionary based on EFL learners’ needs for contextualized vocabulary learning

Abstract

Vocabulary is an essential component of English learning, yet EFL learners may experience difficulties in interpreting and pronouncing English words and may have limited access to appropriate learning materials. This study aimed to identify EFL learners’ needs, difficulties, learning preferences, and expectations as a basis for developing an English Pictionary as a vocabulary learning resource. A needs analysis questionnaire examined five aspects: necessity, lack, wants, students’ role, and teacher’s role. Data were analyzed descriptively using percentage distributions and used to establish the learning objectives and blueprint of the English Pictionary. The findings showed that future job necessity was the most frequently reported reason for learning English (40%), followed by speaking English fluently (30%). Difficulty interpreting words or sentences was the most prominent learning difficulty (50%), while 25% reported difficulties pronouncing words or sentences. Books were the preferred learning medium (75%). Regarding classroom roles, 50% preferred listening to teacher explanations, while feedback provider was the most frequently selected teacher role (30%). Based on these findings, the English Pictionary was organized into five thematic chapters: Basic Information, About Me, Food, Home Sweet Home, and My School, incorporating vocabulary, motivational quotations, and exercises. The findings provide a needs-based foundation for developing a contextualized vocabulary learning resource aligned with students’ needs and preferences. Further research is needed to examine its effectiveness in improving vocabulary learning and broader English language performance.