VOCABULARY ACQUISITION THROUGH ACTION-BASED ANIMATED SONGS: A COMPARISON BETWEEN PRESCHOOL AND ELEMENTARY SCHOOL CHILDREN

Abstract

This study aims to compare vocabulary acquisition between preschool and elementary school children through action-based animated songs. A descriptive qualitative method was employed using observation of children aged 4–5 and 7–8 years during four learning sessions using the song “If You’re Happy and You Know It.” The findings show that both groups improved their vocabulary, with preschool children demonstrating understanding mainly through physical actions, while elementary school children were able to use vocabulary verbally and independently. These results support Second Language Acquisition theory, emphasizing comprehensible input and action-based learning in vocabulary development.