EXPLORING THE EFFECT OF VISUAL AIDS ON VOCABULARY LEARNING OF A1 LEARNERS
Keywords:
visual aids, vocabulary learning, A1 learners, EFL, quasi-experimental, multimodal instructionAbstract
For beginner language learners, building vocabulary is both the first major hurdle and a challenge that never fully goes away. This study explores how three types of visual aids — flashcards, animated video clips, and digital photographs — can help A1-level EFL students between the ages of 11 and 14 pick up English vocabulary more efficiently. Working within a quasi-experimental framework, 24 students were split into two groups of twelve: one group worked with visually enriched materials for six weeks, while the other followed a traditional translation-based routine. Results from an independent-samples t-test showed a clear statistical advantage for the visual-instruction group (p < .05), with substantially higher vocabulary gains across the board. The data suggest that bringing multimodal tools into early EFL classrooms is not just helpful — at the foundational level of language learning, it may well be necessary. The paper closes with concrete suggestions for teachers, curriculum developers, and school administrators.
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