Universidade Licungo

Faculty of Letters and Humanities

Honour's Degree in English Language Teaching with Habilitations in Portuguese

Eldo Samuel Chivambo

Using Visual Aids to Enhance Students’ Vocabulary

Quelimane

2022
 Eldo Samuel Chivambo

Using Visual Aids to Enhance Students’ Vocabulary

Final exam submitted to the Faculty of Letters and

Humanities for attainment of Honour’s Degree in
English Language Teaching with Habilitations in
Portuguese

Quelimane

2022
 Declaration

I, Eldo Samuel Chivambo, declare that this Essay is a result of my own research.
Its content is original and all the consulted sources were clearly mentioned in the text and
in the bibliography, following the UniLicungo standards. I also declare that this work has
never been presented at any other institution for the attainment of any academic degree.

Quelimane, ____ /____________ 2022

___________________________________________

/Eldo Samuel Chivambo/

Dedication

This final paper is dedicated to my immediate family for

its support throughout my studies. Without you, it would
not have been possible.

Most especially tribute to my father, I wish you were

here, I know you are proud of me in heaven above.
Abstract
Chivambo, Eldo Samuel. (2022). Using Visual Aids to Enhance Students’
Vocabulary. Universidade Licungo. Faculty of Letters and Humanities-FLH, Quelimane,
Mozambique.

English as a Foreign Language (EFL) teachers usually work with students who
English is not their mother tongue (L1), it means, students who, at home use another
language and just have contact with English at school setting as their second language
(SL) or foreign language (FL). Since these students are still developing English vocabulary
and usage skills, they often need some extra input or support in comprehending unfamiliar
concepts. One of the best way to supply that support is through the use of visual aids.
These visual tools help EFL learners to grasp new ideas, access previous knowledge and
gain confidence in using the new words. Besides, they help the teacher and students save
time and effort and make the class livelier and more interesting. Therefore, this essay
discusses about the relevance of using visual aids to develop students’ vocabulary.
Henceforth, literature search or review was the basic methodology used on the production
of the current essay and the main scholars to underpin the review were: Ghulam et al
(2015), Grigg (2012), Neuman & Dwyer (2009), Montgomery (2007), Singh (2005), Gower
et al. (2005), Richards (2002), Nation (2001), Harmer (2001), Armbruster & Osborn
(2001), Wright (1996) and Harmer (1991). All in all, visual aids are one of the most
important teaching facilities to enhance students’ vocabulary and they are essential during
teaching as they facilitate and make lessons fascinating.

Keywords: Visual Aids. Vocabulary.

List of Abbreviations and Acronyms

L1 First Language/ Mother Tongue

SL Second Language
FL Foreign Language
EFL English as a Foreign Language
TEFL Teaching English as a Foreign Language
Contents Page

1. Introduction ................................................................................................................ 7

1. Using Visual Aids to Enhance Students’ Vocabulary ................................................. 8

1.1. Visual Aids .............................................................................................................. 8

1.2. Vocabulary............................................................................................................ 11

1.3. Using Visual Aids to Enhance Students’ Vocabulary ............................................ 13

2. Conclusion ............................................................................................................... 16

3. Bibliography ............................................................................................................. 17
 7

1. Introduction

To support and enhance the teaching and learning process, teachers may use a
range of materials and thereby make learning easier and more interesting. This materials
are generally known as visual aids and the most common are pictures, charts, concrete
objects or realia, flashcards, maps and models. Hence, the use of visual aids appear to
be an efficient strategy to convey new meanings as it is directly associated to the image
of the object. In this path, this essay aims to discuss the relevance of using visual aids to
develop students’ vocabulary.

The use of visual aids in class helps learners to negotiate meaning, actively interact
with one another and exchange views while their attention is on meaning which in turn
develops their vocabulary knowledge. Besides, the use of visuals is said to provide the
chance to learn visually which is more effective and easy for human beings.

Methodologically, the current essay is primarily based on literature research and

all the sources used have been clearly and fairly acknowledged in the pages of the essay
and later mentioned in the bibliographical references.

Regarding the structure, the current essay is divided into three parts: introduction,
development and conclusion.

Firstly, the introduction makes a brief presentation of the topic (Using Visual Aids
to Enhance Students’ Vocabulary), as to contextualise the reader. Furthermore, on the
development occurs a deep discussion on the topic, taking into consideration the concept
of visual aids, vocabulary and the discussion under the relevance of using visual to
develop students’ vocabulary. Lastly, final considerations are made as to consolidate
several aspects discussed.
 8

1. Using Visual Aids to Enhance Students’ Vocabulary

Teachers often use a variety of tools to make the process of teaching and learning
simple, interesting and effective. Further, this also makes sense and saves time as
students learn very quickly by watching rather than reading. Hence, the use of these aids
for teaching vocabulary which is one of the most discussed and challenging parts of TEFL
(Teaching English as a Foreign Language), appears to be more opportune since meaning
is be directly associated to the picture or figure of the object.

From now, for a good understanding and contemplation of this topic, it is thought
relevant to discuss its keywords (visual aids and vocabulary) separately as to ensure that
there is a background to withstand the discussion.

1.1. Visual Aids

EFL teachers may consider numerable visual aids to encourage learning in the
classroom. There are many attempts to define visual aids, meanwhile, generally, visual
aids are known as objects that looking at, help us understand something or to remember
information. In education setting visual aids are items that are designed (most by teachers)
to support written or spoken information so that it can be understood easily.

According to Ghulam et al (2015, p. 226), “visual aids are those instructional aids
such as pictures, models, charts, maps, videos, slides, real objects etc., which are used
in the classroom to encourage students’ learning process”. Similarly, Nation (2001, p. 79)
considers that “visual aids are those sensory objects or images which initiate or stimulate
and support learning, they are actually any devices which can be used to make the
learning experience more real, more accurate and more active”.

From the views above, it appears consensual that visual aids are tools that help to
make an issue or lesson remarkable and clearer to understand and know. In other words,
the use of visual aids motivates students, it encourages them to participate since learning
becomes easier and takes place at an enjoyable atmosphere. Moreover, visual aids serve
as complement to a lesson or a presentation and enable students to watch truthful
contents and make the students want to participate and interact. Therefore, visual aids
 9

are significant in teaching and learning process since they foster learning and make
learning easier and interesting.

By his turn, Gower et al. (2005) suggests that visuals make the lesson more
interesting by making it lively, by illustrating the meaning of words, by facilitating learners
understanding, by eliciting language that is already known, and by allowing teachers to
check students’ comprehension. In the same way, Singh (2005, p.168) states that visual
aids are those materials that help the teacher to clarify, establish, co-relate and coordinate
accurate concepts, interpretations and appreciations enable them to make learning more
concrete, effective, interesting, inspectional, meaningful and vivid.

Definitely, visual aids are opportune tools for making teaching effective and the
best dissemination of knowledge. In this perspective, the use of visual aids such as,
pictures, flash cards, maps, charts and real objects or realia should be seen as an action
that may support and encourage learning since they help students easily understand and
realize the main points that they learn in the classroom. Besides, visual aids appear to be
favorable because the human brain can process visuals faster than texts. Finally, the basic
assumption underlying teaching aids is that learning takes place from sense expression.

Numerous scholars such as Gower (2005), Armstrong (2000), Wright (1996) and
Wileman (1993) meet on that, among other things visuals are commonly used to arouse
interest and concentrate attention at the beginning of a lesson; elicit already known
language; illustrate a new language item, often a vocabulary item; create a need for new
language which the teacher then satisfies; set the scene for a story or role-play; and
stimulate discussion.

Based on this, it can be inferred that visual aids have inestimable uses in the
classroom in different types of lessons. What is more, they can also be used at any stage
of the lesson, for instance to help in presenting new language or introducing a topic, as
part of language practice, and when reviewing language that has been presented earlier.
 10

In relation to the relevance of using visual aids in class, Harmer (1991) says that,
visual aids help to create situations to make the meaning of a word or a structure clear;
bring the class nearer to real life or bring the outside world into classroom; help to clarify
the points explained in the words; break monotony of class work and bring freshness and
variety in teaching and learning process; help to proceed from known to unknown and
from simple to complex; students get chances to learn in their own paces; help teachers
to improve their own command of language; stimulate both the learners and the teachers
to use the skills of language; help to avoid translation; they are helpful to decorate
classroom.

Similarly, Mayer & Sims (1994) advocates that, if teachers use visual and verbal
together, the students’ learning is better as they upturn students’ learning because there
is more concentration for them. Wright (1976, p.14) also clearly elaborates: “visual aids
are auspicious to motivate the student to speak, to create a context with which his speech
will have meaning to provide the student with information to use in speech, including
objects, actions, and events; to provide the student with nonverbal clues for manipulation
work and to provide non-verbal prompts to dialogue reproduction or to dialogue invention.”

In fact, visual materials like pictures, realia, flash cards have an important role for
improving knowledge and leaning process. Besides, visual aids stimulate presentation,
accelerates learning and group activities, and events, concepts, and processes become
more meaningful to the students. Thus, having students learning vocabulary items through
visual materials, is more useful than the time when they learn vocabulary items without
perception of visual materials and through text only. Visual materials assist teachers by
giving them time for necessary classroom activities like drills, exercises, instructions and
explanation for which their personal influence is indispensable.

Still on the relevance of using visual aids in class, Wright (1996, p.108) argues,
“without visual materials it is very difficult for the teacher to create a situation in which the
students want to say something”. Meanwhile, Singh (2005, p.177) claims that “often
teachers know the value of certain visuals aids, but they fail to utilize them to the fullest
because they do not take time to plan their use”.
 11

Based on this, visual aids make the classroom teaching easy and also assist the
teacher to create an effective situation in the classroom as they are interesting and make
an impression on the class. Further, visuals evoke an immediate response from learners
in class which is the vital seed of all meaningful language-learning in general and
vocabulary in particular. However, there is still a huge challenge for an effective use of
visual aids in class since teachers do not plan their use very well.

Finally, it became clear that the main advantages of using visual aids are that they
often illustrate meaning more directly and quickly than through verbal explanation; they
cut down unnecessary teacher talking time; they attract the students’ attention and aid
concentration; they add variety and interest to the lesson; they help make the associated
language memorable; on permanent display such as charts they can help make a
classroom a stimulating and attractive place in which to work; they focus attention on
meaning, and help to make the language used in the class more real and alive.

1.2. Vocabulary

Every specific person has a set of words within a language that knows and uses in
different situations of his daily life. This set of words is known as vocabulary, it means, all
words known and used by a particular person are his vocabulary.

According to Hatch & Brown (1995, p. 72) “vocabulary is a list of words that
speakers of a language use”. In the same way, Neuman & Dwyer (2009, p.385) define
vocabulary “as the words we must know to communicate effectively: words in speaking
expressive vocabulary and words in listening receptive vocabulary”. These words allow to
represent our ideas of the world and express our thoughts, at the same time we can grasp
the meaning of another person speech with the aid of our inner vocabulary.

Armbruster & Osborn (2001, p. 38) defined vocabulary as “words we need to know
to communicate effectively”. Similarly, Richards (2002) says that vocabulary is the core
component of language proficiency and provides much of the basis for how well learners
speak, listen, read, and write. Vocabulary acts as the main resource of each person
language, individuals can use their vocabulary to represent and comprehend idea in their
daily life.
 12

Based on the statements above, vocabulary can be defined as being all the words
that someone knows or uses, all the words in a particular language, the words that are
typically used when talking about a particular subject and a list of words with explanations
of their meanings, especially in a book for learning foreign languages. In this line of
reasoning we can conclude that individuals who acquired their first language possess a
set of word that allows them to communicate with other individuals whom share the same
words. Vocabulary is the knowledge of words and word meanings.

According to Nation (2001), there are two kinds of vocabulary (perceptive and
productive vocabulary). Receptive vocabulary refers to the words that native speakers
and foreign learners recognize and understand but hardly ever use, it is used passively in
either listening or reading. By his turn, Grigg (2012, p.1) categorize the type of vocabulary
into active and passive vocabulary. Passive vocabulary means, a person knows about the
words when he is listening to others people or understand a reading text means, while
active vocabulary is the ability to a person to produce the words both in speaking and
writing. It is related to the person ability.

On the other hand, productive vocabulary means that the students, which those
are familiar, produce the words well known and used frequently in writing a sentence or
essay and in speaking. Ghulam (2015) on the contrary says that vocabulary is divided into
four types, namely, listening vocabulary (the words students hear and understand),
speaking vocabulary (the words used when they speak), reading vocabulary (words
students understand when they read texts, through reading many words can be read and
can improve understanding), and writing vocabulary (the words that students use when
they try to express).

From the statements above, it can be inferred that Nation and Grigg just use
different terminologies, however, their way categorizing vocabulary is quite the same. As
we can see, perceptive vocabulary lines with passive vocabulary since in this type their
talk about the words which though are understood they are seldom used whereas the
active and productive vocabulary are the words that are often used in normal
communication. On the contrary, the categorization brought by Montgomery is based on
the four skills of the language.
 13

McCarthy (1990, p. 29) underlines the relevance of teaching vocabulary by saying:

“no matter how well the students learn grammar, no matter how successfully the sounds
of the foreign language (FL) are mastered, without words to express a wide range of
meanings, communication in a FL just cannot happen in any meaningful way.” Harmer
(2001, p. 72) also states the importance of teaching vocabulary by saying, "if language
structure makes up the skeleton of the language, then it is vocabulary that provides the
vital organs and the flesh." Harmer further states that an ability to manipulate grammatical
structure does not have any potential for expressing meaning unless words are used.

Based on this, it can inferred that that vocabulary is a very significant aspect of
language without which language doesn’t function meaningfully. As we know that the
main function of language is communication, so, we cannot communicate with other
people without using vocabulary, reason why, the teacher should create the environment
to learn new items and use them in the class by applying varied visual aids.

1.3. Using Visual Aids to Enhance Students’ Vocabulary

Having had the basic clues on the keywords of the topic (visual aids and
vocabulary), henceforward it is contemplated the topic as a whole.

It is a fact that visual aids play a great role on enriching students’ vocabulary. Using
visual aids is an essential teaching strategy, mainly in EFL classes where students do not
have English as their mother tongue and, thus, just have contact with it at school setting.
Many studies have acknowledged that memorizing language forms and words is a very
ineffective strategy for learning a target language. However, using visual aids can help
students to strengthen and reinforce what they have learned. The reason may be that they
allow students to absorb the information through an additional sensory perception.

Chandler and Cypher (1948) talk about the values of visual aids when effectively
used in teaching vocabulary. The use of visual aids provide a happy learning in the
classroom and also economize time in learning and increase ability of retention. The
supply of concrete material needed help to concretize the learning for a long. Visual aids
stimulate initiative of pupils in making materials to develop their creativity and provide the
best substitute for real experience by which they can understand abstract concept easily.
 14

Of course, using visual aids to present new words is an efficient strategy because,
apart from leading students directly to the meaning, therefore facilitating their learning and
economizing teacher taking time, they also call their interest and enhance their motivation
to participate on the lesson. For that reason, the author believes that various visual aids
should be applied in EFL classes as to improve students’ English vocabulary and
creativeness since students can also interact with these visual aids, and can relate them
to their past experience or their daily life experience.

According to Agrawal (1996) vocabulary is an essential part of language learning.

To communicate with others using a language, one must know the vocabulary of the target
language. Therefore, teaching vocabulary is important in language teaching. In the
meantime, vocabulary should be taught in specific context so that it becomes easier for
the learners to remember the words and they can use those in their communication.

It is in that context that Agrawal advances that visual aids can be good resources
for teaching vocabulary as they are always helpful to show the objects to the students with
the words so that they can have a better understanding of the objects and their meanings.
In addition, they help them to recall the words easily. If learners only hear a new word
meaning orally, it may not be remembered for long time. However, if the vocabularies are
presented with the pictures, it becomes more effective. Moreover, visual aids help the
teacher to give emphasis on what is being taught and presented. Clear visual aids multiply
the learners’ ability of comprehension.

Harmer (2001) says that EFL teachers feel that using visual materials such as
pictures, real objects, charts, etc. in teaching new words (vocabulary) makes the learning
process enjoyable and memorable. Similarly, Allen, Kate & Marquez (2011, p.5) believe
that “visual aids impact and add interest to a presentation or lesson. They can create
excitement. Visual aids enable students to use more than one sense at the same time”.

Indeed, one picture can elicit unlimited words, visual elements can motivate
students for better learning. Thus, EFL teachers should use different visual materials so
that they can increase their students’ interaction and motivation in the classroom.
 15

Wright and Haleem (1992) mention the following types of visual aids for teaching
vocabulary: realia or real objects - it is the use of real objects in classroom like hair
ribbon, ring, paper clip, pen, ball, etc. that can be used as a stimulus for a creative activity.
With beginner, and particularly young learners, using realia is helpful for teaching the
meaning of words or for stimulating student’s activity; picture - can be used when
concrete objects are impossible to bring into classroom; flash cards – there are different
types of flash cards such as, picture flash cards, word flash cards etc. and they are very
much beneficial to teach word meaning, synonym, antonym etc.; mime and gesture -
explaining the meaning of words through the use of realia or pictures, sometimes,
becomes impossible, thus we can use mime, action and gesture and through this the
learner can understand the intended meaning of the vocabulary without seeing anything.

In fact, visual aids such as objects, photographs, drawings, charts appear to be

effective to convey new meanings as meaning conveyed through an image or picture can
be easily internalized, it means, using visual aids can increase learners’ understanding
and retention level. Besides, there is also to consider that, at times, the teacher himself
can use his own body as a visual aid, for instance when it is to talk about human body or
when he makes some gestures and body movements to introduce a new meaning which
is good since learners are more fascinated by gestures and movement in the classroom.

In closing, in learning vocabulary items there are numerous aids which may help
learners to find the meaning of words and thus, help learners use the foreign language
efficiently. Meanwhile, it is the teachers’ responsibility to design or select the materials
and use them accordingly, depending on the lesson itself.
 16

2. Conclusion

This essay prospected to discuss the relevance of applying visual aids in teaching
vocabulary. Hence, it was concluded that the main function of visual aids is semantic, in
the sense that they help understand what may appear complex to be learnt through verbal
explanation only. For that reason, to teach vocabulary successfully and effectively visual
aids are indispensable. Using visual aids such as pictures, flashcards, realia, charts, etc.
may help students easily understand, realize and commit to memory the main points that
they learn in the class. Moreover, using visual aids does not only develop students’ literacy
abilities, but also develop their oral ability since they allow students to have a chance to
brainstorm and present their ideas or thoughts.

It is also concluded that visual aids provide complete example for conceptual
thinking and direct experience to students, they create the environment of interest for the
students, help to increase vocabulary and help the teacher to get sometime and make
learning permanent.

Consequently, EFL teachers always need to reflect on designing and selecting

appropriate visual materials that can make the teaching and learning easy. Finally, as
suggestion to teachers, it is no use complaining lack of materials as themselves can make
many useful visual materials at little or low cost.
 17

3. Bibliography

Agrawal, J. C. (1996). Principles, methods and techniques of teaching vocabulary. New

Delhi: Vikas Publishing House.

Allen, K, & Marquez, A. (2011). Teaching vocabulary with visual aids. Journal of Kao Ying
Industrial & Commercial Vocational High School, 1(9), 1-5.

Armstrong, T., & Osborn, G. (2000). Visual aids in teaching vocabulary. Alexandria, VA:
ASCD.

Armstrong, T. (2001). Multiple intelligences in the classroom. Alexandria, VA: ASCD.

Chandler, A. C. & Cypher, I. F. (1948). Audio-visual techniques for enrichment of the

curriculum. New York: Noble and Noble Publishers, Inc.

Ghulam, S. et al. (2015). The Effectiveness of visual materials in developing reading skill.
An Unpublished M.Ed. thesis. Kathmandu: TU

Gower, K. (2005). Role of visual aids in developing writing skill. An Unpublished M.Ed.
thesis. Kathmandu: T.U

Grigg, T. (2012). Research methods in education. (3rd edition). London: Routledge.

Harmer, J. (1991). The Practice of Language Teaching. London: Longman Group UK Ltd.

Harmer, J. (2001).The practice of English language teaching. (3rd ed.). London:

Longman.

Hatch, E. & Brown, C. (1995). Vocabulary, Semantics and Language Education.

Cambridge: Cambridge University Press.

Hatch, E. & Brown, C. (1995). Vocabulary, semantics and language education.

Cambridge: Cambridge University Press.

Mayer, R. & Sims, V. (1994). For whom is a picture worth a thousand words? Extensions
of a dual-coding theory of multimedia learning. Journal of Educational Technology,
86, 389-401.

McCarthy, M. (1990). Vocabulary. Oxford: Oxford University Press.

 18

Nation, P. (2001). Learning Vocabulary in Another Language. Cambridge: Cambridge

Neuman, C. & Dwyer, L. (2009). Techniques in Teaching Vocabulary. Oxford: OUP.

Richards, J.C. (2002). The Context of Language Teaching. Cambridge: Cambridge

University Press.

Singh, R. (2005). Teaching methods in schools: global education series: 2. New Delhi:
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Singh, Y.k. (2005). Instructional Technology in Education. Published by Darya ganj new
Delhi. University Press.

Wileman, R. E. (1993). Visual communicating. Englewood Cliffs, NJ: Educational

Technology.

Wright, A. & Haleem, S. (1992). Visuals for the language classroom. London& New York:
Longman.

Wright, A. (1976). Visual materials for the language teacher. London: Longman.

Wright, A. (1996). Visual materials for the language teacher. London: Longman.