Thematic Spelling Tests: Exploring EFL Teachers’ Opinions on Students’ Vocabulary Acquisition among Primary EFL Students

Abstract

Recognising that vocabulary acquisition is essential for effective language learning. This qualitative study investigates EFL teachers’ opinions of using thematic spelling tests to support vocabulary acquisition among primary students in a Malaysian expatriate school. Guided by narrative inquiry, semi-structured interviews were conducted with eight EFL teachers who had experience implementing thematic spelling lists in their classrooms. The data were analysed thematically to identify teachers’ views on vocabulary development, learners’ self-efficacy, and instructional challenges. Findings reveal five key themes. Teachers reported that repeated exposure through weekly spelling tests reinforces vocabulary retention, strengthens phoneme–grapheme mapping, and improves word recognition and accuracy. Thematic spelling tests were also perceived to enhance students’ self-efficacy, as mastery experiences, relatable themes, and visible progress increased learners’ confidence and motivation. Additionally, the use of thematic lists was found to promote contextual learning by enabling students to connect new vocabulary with textbook content and real-life situations. Despite these benefits, teachers identified notable challenges, including mixed-ability classrooms which are varying levels of learner readiness and insufficient instructional time due to curriculum demands and extracurricular commitments. These constraints often limited opportunities for in-class drilling and required greater reliance on home practice. Overall, the study concludes that thematic spelling tests are a valuable tool for vocabulary development, contextual learning, and self-efficacy building in primary EFL classrooms, but their effectiveness depends on adequate time allocation, differentiated strategies, and stronger instructional support.