Hooked on Grammar: Enhancing Adjective Learning through Adjective Anglers in a Lower Primary ESL Classroom

Abstract

Grammar learning remains a challenge for lower primary ESL learners, particularly in mastering descriptive language such as adjectives. Traditional grammar instruction often relies on drill-based approaches that may limit learner engagement and meaningful language use. In response to this issue, this study investigates the effectiveness of Adjective Anglers, a game-based learning tool developed using the ADDIE instructional design model, in enhancing adjective learning among lower primary ESL learners in a Malaysian primary school. A mixed-method research design was employed. Quantitative data were collected through a pre-test and post-test administered to fifteen lower primary ESL students, while qualitative data were obtained through semi-structured interviews with five students and five English teachers. Descriptive analysis of the test results revealed a substantial improvement in students’ post-test scores, indicating enhanced understanding and application of adjectives following the intervention. Thematic analysis of interview data showed positive perceptions among both students and teachers, highlighting increased engagement, enjoyment, confidence, and active participation during grammar lessons. Teachers also reported that the game was suitable, practical, and aligned with curricular objectives. Overall, the findings suggest that Adjective Anglers is an effective and engaging supplementary instructional tool for grammar teaching in lower primary ESL classrooms. The study contributes to the growing body of research on game-based learning and offers practical insights for primary English language educators.