Superbulary for Grade 3 English vocabulary skills enhancement
Anne Cristelle L. Villanueva, Trisha Mae Ayala, Angel Gabinete, Marvin Francia, Leona Esguerra, Jovelle M. Reyes & Rose Nannette J. San Juan
Abstract
Despite the recognized importance of vocabulary development among Grade 3 learners, a significant gap remains in understanding the specific challenges these students face in enhancing their vocabulary skills. Limited empirical research has been conducted to identify the underlying reasons why Grade 3 learners struggle with vocabulary acquisition and retention. Moreover, there is a lack of research examining the effectiveness of multimedia tools—such as the Superbulary educational video and booklet—in addressing these challenges and improving vocabulary skills in this demographic. This study evaluated the impact of the Superbulary tool, comprising a self-made video and booklet, on enhancing English vocabulary skills among Grade 3 learners during the 2024–2025 school year. A quantitative approach was employed, utilizing survey questionnaires, pre-tests, and post-tests to measure students' vocabulary proficiency before and after the implementation of the Superbulary tool. Findings revealed a significant improvement in learners' ability to understand, recall, and use new vocabulary words, as demonstrated by higher post-test scores compared to pre-test results. The statistical evidence underscores the effectiveness of the Superbulary tool in improving vocabulary skills, highlighting its potential as a valuable resource for language learning. Therefore, it is recommended that interactive vocabulary games be incorporated into the classroom routine to make learning more enjoyable and engaging. Additionally, multimedia tools such as animated videos or educational apps can be used to create a dynamic learning experience. Encouraging group activities—such as peer discussions or word-building exercises—can also help reinforce vocabulary skills effectively.
Keywords
Superbulary tool, self-made video, booklet, English vocabulary skills, pre-test and post-test, quantitative approach
Author information & Contribution
Anne Cristelle L. Villanueva. Corresponding author. Undergraduate/Student/Researchers. Laguna University, College of Education. Email: annecristellev@gmail.com
Trisha Mae Ayala. Undergraduate/Student/Researchers. Laguna University, College of Education.
Angel Gabinete. Undergraduate/Student/Researchers. Laguna University, College of Education.
Marvin Francia. Undergraduate/Student/Researchers. Laguna University, College of Education.
Leona Esguerra. Undergraduate/Student/Researchers. Laguna University, College of Education.
Jovelle M. Reyes. Master of Arts in English (on-going). Instructor - Laguna University
Rose Nannette J. San Juan. Master of Arts in Mathematics. Instructor - Laguna University
Author 1 and Author 5 were responsible for designing the evaluation instruments, which included the pre-test, post-test, superbulary weekly videos, superbulary weekly booklets, and student feedback forms. Author 2 and Author 3 conducted an in-depth review of related literature to anchor the study in existing research. Author 4 handled data encoding and computation using appropriate software tools and carried out basic statistical analysis. Meanwhile, Author 6 and Author 7 served as co-authors who provided continuous support, expert advice, and professional guidance throughout the conduct of the study.
Disclosure statement
No potential conflict of interest was reported by the author(s).
Funding
This work was not supported by any funding.
AI Declaration
AI tools were not used in writing this paper.
Notes
This paper is presented in the 2nd International Student Research Congress (ISRC) 2025
Acknowledgement
References
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De Azevedo, B., & Tomitch, L. M. B. (2019). Analyzing vocabulary activities in EFL textbooks. The ESPecialist, 40(2). https://doi.org/10.23925/2318-7115.2019v40i2a7
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Wahid, A., Luhriyani, S., & Jefri, R. (2022). Multimedia-based English vocabulary lesson in the elementary school: A classroom action research (CAR) approach. Advances in Social Science, Education and Humanities Research, 654, 295–299. https://doi.org/10.2991/assehr.k.220402.063
Yang, L., & Coxhead, A. (2020). A corpus-based study of vocabulary in the New Concept English textbook series. RELC Journal, 53(3), 597–611. https://doi.org/10.1177/0033688220964162
The influence of English movie in improving students’ speaking skill. Review of Multidisciplinary Education, Culture and Pedagogy (ROMEO). http://ojs.transpublika.com/index.php/ROMEO/article/view/92
Hava, K. (2021). Exploring the role of digital storytelling in student motivation and satisfaction in EFL education. Computer Assisted Language Learning, 34(7), 958–978. https://doi.org/10.1080/09588221.2019.1650071
Jeon, J. (2023). Elementary learners’ vocabulary according to CEFR basic user level. The Korea Association of Primary English Education, 29(2), 47-67. https://doi.org/10.25231/pee.2023.29.2.47
Katemba, C. V. (2022). Vocabulary enhancement through multimedia learning among grade 7th EFL students. MEXTESOL Journal, 46.
Kristiawan, D., Ferdiansyah, S., & Picard, M. (2022). Promoting vocabulary building, learning motivation, and cultural identity representation through digital storytelling for young Indonesian learners of English as a foreign language. Iranian Journal of Language Teaching Research, 10(1), 19–36. https://doi.org/10.30466/ijltr.2022.121120
Laksmi, N. K. P., Yasa, I. K. A., & Mirayani, K. A. M. (2021). The use of animation video as learning media for young learners to improve EFL students’ motivation in learning English. Lingua: Jurnal Pendidikan Bahasa, 17(1), 42–52. https://doi.org/10.34005/lingua.v17i1.1378
Minalla, A. A. (2024). Enhancing young EFL learners’ vocabulary learning through contextualizing animated videos. Theory and Practice in Language Studies, 14(2), 578–586. https://doi.org/10.17507/tpls.1402.31
Nhung, L. T. T., & Dieu, T. D. V. (2020). Impacts of using cartoons as an instructional tool on English communicative skills of young learners at a Vietnamese primary school. Ho Chi Minh City Open University Journal of Science – Social Sciences, 10(2), 78–86. https://doi.org/10.46223/HCMCOUJS.soci.en.10.2.553.2020
Nordlund, M., & Norberg, C. (2020). Vocabulary in EFL teaching materials for young learners. International Journal of Language Studies, 14(1), 89–116.
Nufus, T. Z. (2023). Utilizing cartoon series as Pedagogical Media to enrich young learners’ vocabulary. Jurnal Darma Agung. http://dx.doi.org/10.46930/ojsuda.v31i3.3417
Pratama, S. S., & Hadi, M. S. (2023). The vocabulary building audio-visual media: An innovation in vocabulary expertise. Jurnal Studi Guru dan Pembelajaran, 6(1), 1–8. https://doi.org/10.30605/jsgp.6.1.2023.1994
Purwati, H. (2022). The effect of vocabulary and phonological awareness on students’ reading comprehension. SALEE: Study of Applied Linguistics and English Education, 3(2), 170–183. https://doi.org/10.35961/salee.v3i2.465
Singer, N. (2022). Cartoons as the incidental vocabulary acquisition tool for English language learners. Arab World English Journal, 13(1), 330–341. https://doi.org/10.24093/awej/vol13no1.21Researcher Discovery+7
Sukying, A., & Lampai, C. (2023). Vocabulary learning through audio-visual input of Thai primary school EFL students. Journal of Education and Learning, 12(4), 26–41. https://doi.org/10.5539/jel.v12n4p26
Sun, Y. & Dang, T. N. Y. (2020). Vocabulary in high-school EFL textbooks: Texts and learner knowledge. System, 93, 102279. https://doi.org/10.1016/j.system.2020.102279
Tabatabaei, O., & Sedeh, S. N. (2021). The effect of teaching vocabulary via textbook versus social media on creativity level of Iranian EFL learners. Research in English Language Pedagogy, 9(3), 121–145. https://doi.org/10.30486/relp.2021.1932249.1281
Teng, M. F. (2023). The effectiveness of multimedia input on vocabulary learning and retention. Innovation in Language Learning and Teaching, 17(3), 738–754. https://doi.org/10.1080/17501229.2022.2131791
Teng, M. F., & Zhang, D. (2023). The associations between working memory and the effects of multimedia input on L2 vocabulary learning. International Review of Applied Linguistics in Language Teaching, 61(3), 1021–1049. https://doi.org/10.1515/iral-2021-0130
Udaya, M. (2022). Vocabulary input in ESL textbooks: A corpus-based analysis. European Journal of Education Studies, 8(6), 199–213. https://doi.org/10.46827/ejes.v8i6.4117
UNESCO. (2021). Fostering the development of inclusive, accessible and multilingual Open Educational Resources (OER) globally. United Nations Educational, Scientific and Cultural Organization. https://www.unesco.org/en/articles/fostering-development-inclusive-accessible-and-multilingual-open-educational-resources-globally
Vitasmoro, P., Jatmiko, & Iwan, A. (2019). Improving student’s English vocabulary mastery through animation cartoon. Proceedings of the International Conference on Social Science 2019 (ICSS 2019), 1045–1049. Atlantis Press. https://doi.org/10.2991/icss-19.2019.32
Wahid, A., Luhriyani, S., & Jefri, R. (2022). Multimedia-based English vocabulary lesson in the elementary school: A classroom action research (CAR) approach. Advances in Social Science, Education and Humanities Research, 654, 295–299. https://doi.org/10.2991/assehr.k.220402.063
Yang, L., & Coxhead, A. (2020). A corpus-based study of vocabulary in the New Concept English textbook series. RELC Journal, 53(3), 597–611. https://doi.org/10.1177/0033688220964162
Cite this article:
Villanueva, A.C.L., Ayala, T.M., Gabinete, A., Francia, M., Esguerra, L., Reyes, J.M. & San Juan, R.N.J. (2025). Superbulary for Grade 3 English vocabulary skills enhancement. International Student Research Review, 2(1), 124-138. https://doi.org/10.53378/isrr.171
License:
This work is licensed under a Creative Commons Attribution (CC BY 4.0) International License.
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