Exploring Vocabulary Wheel Spin As An Authentic Assessment For Word Recognition Among Second-Grade EFL Learners

Abstract

This study explores the use of the vocabulary wheel spin as an authentic assessment tool for measuring word recognition ability among second-grade elementary school students. Employing a qualitative descriptive case study design, the research involved 15 students with varying levels of English proficiency. Data were collected through classroom observations, focus group interviews, and documentation, then analyzed using thematic analysis. The findings reveal that students responded positively to the vocabulary wheel spin, describing it as enjoyable, interactive, and less stressful than traditional written assessments. Observation results also indicated high levels of student engagement and learning motivation throughout the activity. Although some challenges were found, particularly related to unfamiliar vocabulary and pronunciation, the results suggest that careful vocabulary selection can improve the effectiveness of the assessment. Overall, the vocabulary wheel spin is a practical, engaging, and developmentally appropriate authentic assessment tool for evaluating young learners’ English word recognition ability while promoting active classroom participation.