Unlocking words: the VAK model in action

The acquisition of English vocabulary is crucial for communication and language proficiency as it is a foundational skill that supports listening, speaking, reading, and writing. However, despite six years of English as a second language (ESL) instruction in Malaysian primary schools, many pupils continue to struggle in mastering the language. Limited vocabulary is a significant barrier that hinders pupils from expressing their ideas in English and participating in classroom activities, especially for those with special needs or below-average proficiency. This challenge often leads to disinterest and demotivation. To address this, the Visual-Auditory-Kinaesthetic (VAK) Model was implemented to build vocabulary acquisition in Year 5 pupils. Visual aids, such as images, were proven effective in helping pupils participate more actively and express their ideas, even when facing grammatical difficulties. The VAK Model addresses diverse learning styles and fosters greater engagement in learning English vocabulary. This article explores how the VAK Model helps Year 5 pupils overcome limited vocabulary issues to ensure active participation in class activities.