CULTURE-LANGUAGES-MEDIA

Independent Project with Specialization in English Studies and

Education
15 credits, basic level

The impact of visual support on EFL learners’ vocabulary

acquisition when reading
Inverkan av visuellt stöd på EFL studenters ordförrådsinlärning

Roulian Sino

Master of Arts in Primary Education: Examiner: Björn Sundmark

School Years 1-3, 240 credits Supervisor: Chrysogonus Siddha Malilang
English Studies and Education
2024-01-14
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Abstract
This research delves into the influence of visual aids on vocabulary development among
English as a Foreign Language (EFL) learners, particularly in fostering independent reading
skills. Numerous studies have debated the efficacy of integrating visuals, such as pictures,
with text in enhancing reading comprehension. These visual supports have been observed to
heighten motivation levels among EFL learners during the vocabulary acquisition process.
The primary focus lies in examining how visual aids impact vocabulary acquisition and
contribute to the development of independent reading comprehension. Conducted primarily
through searches in primary sources like ERIC and ERC, this study utilized keywords such as
“vocabulary acquisition,” “EFL,” “visual support," and "primary school" spanning a decade
(2019-2022). The findings from these studies concerning visual aids and vocabulary
acquisition are then contextualized within the Swedish National English curriculum and
relevant theoretical frameworks. However, due to the scarcity of research specific to certain
age groups, further studies are deemed necessary to explore the backgrounds of various EFL
learners and devise more effective methods for facilitating vocabulary acquisition.

Key words: Vocabulary acquisition, Visual support, Reading comprehension, English as a

foreign language, EFL
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Table of contents

1. Introduction.......................................................................................................................... 4
2. Aim and Research Question................................................................................................ 7
3. Method...................................................................................................................................8
3.1 Search Delimitations............................................................................................................ 8
3.2 Inclusion Criteria..................................................................................................................8
3.3 Exclusion Criteria.................................................................................................................9
3.3.1 Table 1............................................................................................................................... 9
4. Results..................................................................................................................................11
4.1 Vocabulary acquisition through visual support.................................................................. 11
4.2 PWIM & CALL its effects on vocabulary acquisition.......................................................12
4.3 Teachers and pupils perspective on visual support............................................................ 14
5. Discussion............................................................................................................................ 15
5.1 Visual support and vocabulary acquisition.........................................................................15
5.3 Theoretical approaches (PWIM & CALL).........................................................................17
5.2. Teachers and pupils’ perspectives on visual support.........................................................18
6. Conclusion...........................................................................................................................20
7. References........................................................................................................................... 22
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1. Introduction

The English language has always been in high demand in a world with diverse cultural
backgrounds, emphasizing the necessity of vocabulary knowledge for understanding words
that carry different meanings in various communication contexts (Alam and Mizan, 2019).
According to the National Swedish Curriculum, English surrounds us in our daily lives, and
proficiency in the English language enhances opportunities for English as a Foreign
Language (EFL) learning across different social and cultural contexts (Lrg22, Skolverket,
2022 p.34). Despite the significance of English language proficiency, the acquisition of
vocabulary plays a pivotal role in language learning by facilitating the assimilation of new
words. Vocabulary enrichment endows individuals with the capacity to comprehend others
and articulate their thoughts (Enayati & Gilakjani, 2020). Moreover, the National Swedish
curriculum for years 1-3 emphasizes that students should develop familiarity with words and
phrases in their local environment, including those found on signs and in simple texts
(Skolverket, 2022, p.35). Thus, words serve as the foundational elements of the English
language, enabling the labeling of objects, actions and ideas. Without them, individuals
would struggle to convey their intended meanings (Shadiev et al., 2020).

According to the Swedish National School curriculum, pupils are expected to develop
comprehensive communicative skills, encompassing the understanding of spoken and written
English (Skolverket, 2022, p.34). Consequently, lessons and activities tailored to children’s
experiences are pivotal in fostering pupils' interest and enhancing engagement in English as a
Foreign Language (EFL) during the vocabulary acquisition process (Cameron, 2001).
Proficiency in understanding spoken and written English extends beyond mere grammatical
structure and it also entails acquiring vocabulary essential for effective communication in
EFL. Furthermore, many Swedish EFL learners struggle to attain the required vocabulary
skills and knowledge, posing challenges in meeting the goals outlined in the Swedish
National School curriculum for English Education. First Education, an organization
conducting an annual English proficiency exam in 112 countries, recently reported a decline
in Sweden’s performance, now ranking 7th compared to previous years (EF, 2022).
Therefore, it is imperative to assist young EFL learners in enhancing their vocabulary
acquisition during school, as their ability to read, write and speak proficiently in English
heavily relies on vocabulary skills and knowledge of the language.
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Vocabulary enrichment enhances reading comprehension among EFL learners, as an

extensive vocabulary facilitates the comprehension of various complex texts (Arvizu, 2020).
Moreover, understanding vocabulary is widely acknowledged as one of the most crucial
factors in the development of reading skills and comprehension (Myrberg, 2007). Exposing
young EFL learners to a wide range of words in diverse contexts provides them with the
opportunity to deepen their understanding of word meanings, thereby fostering the
development of reading skills and comprehension (Gustafsson & Davidsson, 2017). Reading
offers numerous advantages for the development of the English language, as it exposes EFL
learners to sentence construction and facilitates vocabulary acquisition. Additionally, reading
serves as an effective and successful method for enhancing English as a Foreign Language
(EFL) literacy skills, primarily due to its role in vocabulary development (Wilt et al., 2019).
However, according to the latest report from the global forum Organization for Economic
Co-operation and Development (OECD, approximately 38-40% of secondary school pupils in
Sweden perceive reading outside of school as a waste of time. To address this issue, teachers
can leverage modern technology and incorporate visual support to make reading enjoyable,
thereby enhancing vocabulary acquisition and encouraging student engagement.

As previously mentioned, the relationship between reading and vocabulary is interconnected,

as vocabulary expansion contributes to the development of reading comprehension and
ability. Visual support encompasses various dimensional representations such as pictures,
gestures, or icons (Tissot & Evans, 2003). Although, the most influential theory in cognitive
psychology that argues how visual support facilitates vocabulary acquisition for EFL learners
is the dual coding theory. The cognitive dual coding presented by Allan Paivio (1991) that
argues about the balancing between using both verbal and nonverbal systemets in our brain. It
explains how the human mind processes the information in two independent but at the same
time interconnected systems that are verbal and nonverbal systemes. Therefore, the visual
representations such as colorful pictures are considered to be the nonverbal system and words
of the colorful pictures are considered to be the verbal system is considered as spoken or
written words (Wur and Lornklang, 2021). Dual coding is considered to be an effective
theory due to the integration of both systems that are verbal and nonverbal systems, for
example when teachers combine written text with visual support it will lead to creating the
dual coding theory (Paivio, 1991). Another cognitive theory that supports how visual aids
facilitate vocabulary acquisition is multimedia learning theory, developed by Richard Mayer
in 1997. This theory posits that people learn more effectively when presented with combined
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text and visual elements such as text paired with graphic or other visual representations.
Multimedia learning theory is based on the concept of dual channels that are auditory and
visual, which assist individuals in processing various types of information (Mayer &
Johanson, 2008). For instance, when contextual information is presented alongside visual
support, such as pictures, it enhances vocabulary acquisition by leveraging the combine.
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2. Aim and Research Question

This study examines how visual aids, particularly pictures, can aid in vocabulary acquisition
among young English learners as a foreign language (EFL) to foster independent reading
skills. It aims to explore the effects and benefits of visual support in enhancing vocabulary
acquisition for young EFL learners. The investigation will focus on how visual aids can assist
pupils in acquiring and improving vocabulary. Numerous researchers assert the positive
impact of incorporating visual aids into English language learning for EFL children,
highlighting its efficacy in vocabulary acquisition and development. The study's main
question is:

● How does visual support when reading facilitate vocabulary acquisition for young
EFL learners?
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3. Method
In this research, different methods have been utilized while collecting different studies and
sources that are relevant to the topic of this study. The primary method that has been used in
this study is electronic resources in educational databases. When it comes to secondary
sources I used relevant books and articles that are relevant to the research. In this section, I
will present an overview of the methods used for data collection, including the search criteria
employed to identify relevant studies, databases accessed, and the process of selecting and
analyzing primary and secondary sources.

3.1 Search Delimitations

During the research process, I accessed MAU's library to explore databases relevant to the
study. Specifically, I focused on the Education Resources Information Center (ERIC) and the
European Research Council (ERC) databases. ERIC, an online digital library sponsored by
the IES of the U.S., offers access to a wide range of educational research, articles, and
reports. Similarly, ERC serves as a funding body for frontier research within the European
Union. In addition to ERIC and ERC, I utilized Google Scholar to broaden my search. When
searching on ERIC, I employed terms and synonyms such as "vocabulary acquisition,"
"visual support," "EFL," and "Elementary School," resulting in 155 articles. For ERC, I used
similar keywords, yielding 93 articles. Moreover, I conducted searches on Google Scholar
using keywords like "reading comprehension," "vocabulary acquisition," "visual support,"
and "secondary school," yielding approximately 35,300 articles, although only a few were
relevant to the project's focus.

3.2 Inclusion Criteria

The primary focus for this paper is how visual support when reading facilitates vocabulary
acquisition for young EFL learners. Therefore, I opted to include articles focusing on several
things such as the age of the younger English as a foreign language learners (EFL), the year
the article or paper was written and if the study is relevant to this literature review. I chose to
restrict my search to scientific and peer-reviewed articles. The six chosen peer reviewed
studies ranged between 2019 and 2021, all of them included visual support representations
and its effects on vocabulary acquisition for young EFL learners. Additionally, I incorporated
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studies from various countries, considering English's widespread use as a foreign and second
language worldwide.

3.3 Exclusion Criteria

During the research process, I excluded studies that did not align with the research question.
The reasoning for their exclusion was that they did not include relevant keywords for my
research question. Specifically, I dismissed studies conducted on University EFL students
because the project focuses solely on young EFL learners. Additionally, I excluded articles
with a predominant focus on grammar and phonetics rather than vocabulary, as the main
emphasis of this study is on vocabulary acquisition. Furthermore, I excluded studies
published more than 10 years ago, as they no longer align with the objectives of my study.

3.3.1 Table 1

Methods Used Primary Sources Secondary Sources

Electronic Resources Utilized educational Referenced relevant books

databases such as Education and articles related to the
Resources Information research topic.
Center (ERIC), European
Research Council (ERC),
and Google Scholar.

Search Delimitations Accessed databases through Employed keywords such as

MAU’s library, focusing on "vocabulary acquisition,"
ERIC and ERC for primary "visual support," "EFL," and
research. "Elementary School" to
retrieve relevant articles.

Inclusion Criteria Included studies conducted Limited inclusion to

on younger EFL learners scientific, peer-reviewed
from various countries. articles to ensure credibility.
Included studies from
diverse linguistic
backgrounds.

Exclusion Criteria Excluded studies not aligned Dismissed studies published

with the research question or more than 10 years ago to
focusing on University-level maintain relevance to the
EFL students. Excluded study's aims.
articles emphasizing
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grammar or phonetics over

vocabulary.
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4. Results
This systematic research review investigates how does visual support when reading facilitate
vocabulary acquisition for young EFL learners. The selected articles span diverse topics,
from vocabulary acquisition and different visual support representations to teachers and
pupils attitudes towards the beneficial visual support had on vocabulary. By summarising
results from the selected studies, three major themes can be seen. Namely: 1) Vocabulary
acquisition through visual support, 2) PWIM & CALL its effects on vocabulary acquisition,
3) teachers and pupils' perspective on visual support. The combined results show an overlap
of visual support benefits on vocabulary acquisition and different reviews on teachers and
pupils perspective.

4.1 Vocabulary acquisition through visual support

Several studies have highlighted the beneficial influence of visual support on vocabulary
learning. For instance, Arvizu (2020) investigated the impact of incorporating stories and
pre-teaching vocabulary in a Mexican public elementary school. The study involved 167
students aged 9 to 12, spanning third to sixth grade, who were divided into experimental and
comparison groups. Over approximately twelve lessons across three weeks, the experiment
utilized the Story Champs curriculum, which employs narratives depicting familiar scenarios
to aid EFL learners in vocabulary acquisition. In the experimental group, students were
introduced to two words per lesson, accompanied by stories supported by images. They
engaged in pair discussions about the story content and participated in retelling activities. In
contrast, the comparison group listened to the story and discussed its content without specific
vocabulary instruction. To evaluate vocabulary knowledge, a test was administered three
times: pre-test, post-test, and delayed-test. Results showed a significant increase in
vocabulary acquisition among students receiving visual aids and narrative-based instruction.
Longitudinal analysis revealed sustained vocabulary retention, attributed to narrative
interventions and various pedagogical strategies, including pre-teaching and visual support.
Furthermore, enhanced reading comprehension was observed due to improved vocabulary
retention. Additionally, a study at National Cheng Kung University in 2020 explored the use
of image-to-text recognition technology to further enhance vocabulary acquisition in
authentic contexts.
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This study aimed to implement a learning system utilizing image-to-text recognition

technology to aid vocabulary acquisition among young English as a Foreign Language (EFL)
learners. Rustam Shadien, Ting-Ting Wu, and Yeuh-Min Huang conducted the research with
40 Russian native speakers studying English as a foreign language at an elementary school.
The participants were divided into two groups: an experimental group and a control group.
The methodology employed by Shadien, Wu, and Huang (2020) mirrored that of Enayati and
Gilakjani (2020), with the experimental group having access to the image-to-text recognition
technology, while the control group relied solely on pictures in textbooks. At the beginning of
the experiment, both groups underwent a pre-test to assess their vocabulary knowledge levels.
The results showed similar levels of knowledge in both groups. However, disparities emerged
in the results of the post-test and delayed test. The experimental group, equipped with the
learning system, demonstrated superior development, acquisition, and retention of various
vocabulary compared to the control group.

4.2 PWIM & CALL its effects on vocabulary acquisition

Gu and Lornklang (2021) conducted a study to explore how visual aids and activities like
Reader's Theater can boost vocabulary learning and reading skills among children. Their
research involved 34 fifth-grade students from a single primary school. They implemented a
teaching method called the Picture Word Inductive Model (PWIM), which uses images to
help children understand words better. Alongside PWIM, they also incorporated Reader's
Theater, a fun activity where students act out stories, to further enhance their language skills.
To evaluate the effectiveness of these methods, the students took a vocabulary test before and
after participating in the PWIM and Reader's Theater activities. Additionally, they completed
a survey to share their thoughts on the activities. The results showed a significant
improvement in the students' vocabulary scores after the activities. Furthermore, another
study conducted by Lornklang and Zhao (2019) investigated the impact of PWIM on
vocabulary acquisition among young learners. This study included 30 sixth-grade students
from various private schools. Similar to Gu and Lornklang's approach, Lornklang and Zhao
utilized PWIM along with vocabulary tests to teach new words to the students. The PWIM
method, designed to assist beginner readers, was supplemented with elements of Chinese
culture to make learning more engaging and relevant to the students' interests. In both
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studies, the use of PWIM and related activities led to notable improvements in vocabulary
acquisition among the participants. These findings highlight the effectiveness of
incorporating visual aids and interactive activities in language learning classrooms, as they
not only enhance vocabulary acquisition but also make the learning process more enjoyable
and meaningful for pupils.

The Picture Word Inductive Model (PWIM) helps students recognize different pictures,
organize words, and form sentences with visual support. Similarly to prior research, Zhao and
Lornklang utilized data collection tools such as pre-tests and post-tests. At the start of the
study, the 30 participants took a pre-test to assess their initial knowledge. Throughout the
study, lesson plans were taught for two hours per week, and after the treatment, the students
completed an English vocabulary post-test. The results indicated that students achieved high
scores on the pre-test, thanks to the visual support provided by PWIM. Before the treatment,
the average pre-test score was 30 points, with the lowest score being 14 points. After the
treatment, the average post-test score increased to 40 points, with the lowest score being 21
points. These findings demonstrate the effectiveness of visual aids like PWIM in improving
and expanding vocabulary among young EFL learners. Additionally, the study found that
PWIM, incorporating elements of Chinese culture, boosted students' motivation and
enjoyment, further supporting the vocabulary acquisition process.

Other studies have explored how visual support enhances vocabulary acquisition for young
EFL learners, such as the research conducted by Alam and Mizan (2019). This study
investigated the impact of Computer Assisted Language Learning (CALL) on EFL
vocabulary acquisition using various computer programs. It also examined the positive
effects of CALL on children with special needs. The study included approximately 30 fifth
and sixth-grade students who used CALL for vocabulary learning. CALL was utilized in
diverse ways, including multimedia features such as pictures and video annotations, which
serve as visual aids. The findings revealed that students enhanced their vocabulary
acquisition with the support of CALL tools. Similar, study presented by Enayati and
Gilakjani (2020) also provides that CALL has positive benefits on acquiring vocabulary. This
study investigated the effect CALL (Computer Assisted Language Learning) has on Iranian
EFL learning English especially focusing on vocabulary acquisition. Distinction from the
previous research, Enayati and Gilakjanin (2020) has more participants, around 90 pupils
participated in study between the ages 13-17 were included in this research. They were
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divided into two groups, which are the experimental group and the control group. Before the
experiment began, a preliminary English test was used in order to gather information on the
knowledge level the sample had. The experimental group received the TMM that is a form of
CALL and it’s had different activities such as quizzes and matches. It also included questions
based on images or matching words that assist EFL to enhance vocabulary acquisition.
However, the control group received different treatment that is based on pedagogic strategies
and teaching approaches without the use of any technology such as CALL. After 12 sessions
of vocabulary acquisition, both groups conducted a post-test to compare the result between
them. The findings in the result have shown that the experimental group developed their
vocabulary and it CALL had a positive impact on vocabulary acquisition because it’s
considered to be an effective method for vocabulary acquisition and engaging pupils to have
enjoyable experiences during the twelve sessions.

4.3 Teachers and pupils perspective on visual support

What teachers and pupils believe about the general aspects of visual support and its effect on
vocabulary acquisition is very important, therefore several studies have highlighted teachers
and pupils' perspective on visual support. For instance, Arvizu (2020) investigated what is the
pupils perspective on acquiring vocabulary with visual support. To accomplish the
investigation of pupils' opinions Arvizu used a five point likert scale with different topics.
Many students reported a positive acquisition experience, citing the clarity and engagement
facilitated by visual aids. The integration of visual support made the acquisition process more
captivating and comprehensible for learners. Similarly, Gu and Lornklang (2021) also wanted
to investigate pupils' opinions on visual support, therefore a survey was used. The survey
responses also indicated that the students enjoyed using visual aids and acting out stories,
suggesting that these methods were engaging and effective for learning.

Furthermore, Alam and Mizan (2019) employed a survey questionnaire as a data collection
tool, similar to the approach used by Gu and Lornklang (2021). They also gathered insights
through interviews with teachers who utilized CALL tools. These interviews focused on
teachers' perspectives regarding the impact of CALL on EFL vocabulary acquisition. Survey
responses indicated positive outcomes, with students reporting that vocabulary learning
became more effective, interactive, and engaging through the use of CALL tools, which offer
visual support through various digital resources. Teachers' interviews echoed these positive
 15

findings, noting that CALL tools created an accessible, engaging, and effective vocabulary
acquisition process. However, some teachers expressed challenges in implementing CALL
due to a lack of knowledge about the tools.
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5. Discussion
After exhibiting the diverse studies of the different effects visual support has on vocabulary
acquisition when reading, It is important to discuss the findings and connect them with the
EFL Swedish classroom, the Swedish curriculum and other relevant theories of education.

5.1 Visual support and vocabulary acquisition

Numerous studies have explored the advantageous effects of visual support on vocabulary
acquisition among EFL learners. Researchers have employed various visual support methods,
including Story Champs, the picture word model (PWIM), Computer Assisted Language
Learning, and image-to-text recognition technology. Additionally, visual support is
acknowledged in the Swedish National Curriculum, which emphasizes the school's role in
facilitating students’ use of digital and other tools to enhance knowledge acquisition and
communication (2022, p. 13). Furthermore, Visual support influences long-term retention by
providing concrete representations that strengthen associations between words and their
meanings. This assertion is supported by the findings of studies conducted by Alm and Mizan
(2019) and Enayati and Gilakjani (2020), demonstrating the effectiveness of incorporating
computer-assisted language learning (CALL) tools with visual support to aid EFL learners in
retaining vocabulary. Therefore, retention plays a crucial role in English language acquisition,
as successful long-term retention is facilitated through remembering, recalling, practicing,
and repetition (Lightbown et al., 2013).

Expanding on the discussion regarding visual support, it is evident that it fosters positive
factors conducive to heightened motivation and enjoyment in the process of vocabulary
acquisition. Visual aids, such as pictures or images, not only enhance comprehension of word
meanings but also deepen understanding of various contexts, thereby boosting EFL learners'
motivation and confidence. Additionally, Lornklang and Wur (2021) highlight that colorful
pictures ignite the curiosity of EFL pupils, thereby stimulating their interest in acquiring
vocabulary. This observation underscores why visual support enhances motivation and
enjoyment. Furthermore, when visual aids are grounded in children's experiences, such as the
Picture Word Inductive Model (PWIM) based on Chinese culture, the process of vocabulary
acquisition becomes more enjoyable and intriguing. Aligning with this perspective, the
Swedish National School Curriculum for English Education (2022, p.19) emphasizes the
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importance of tailoring educational programs to students' needs, interests, and prior

experiences. Consequently, lessons and activities that resonate with children's experiences
encourage their interest and active engagement in the vocabulary acquisition process
(Cameron, 2001). Therefore, by incorporating visual support, teachers can facilitate easier
vocabulary acquisition for EFL learners, as it heightens their engagement and motivation.
These positive outcomes are corroborated by Arvizu (2020), who illustrated how visual
support contributed to an engaging and motivating vocabulary acquisition process for English
as a foreign language learners.

Shadiev (2020) emphasized that visual support, such as pictures, aids in the development of
long-term memory for EFL learners. Various visual aids facilitate long-term memory by
enhancing the encoding process, wherein children encode texts or words with visual
representations, such as graphs or images. As previously mentioned by Alm and Mizan
(2019), visuals like images not only assist learners in acquiring vocabulary but also in
retaining words in long-term memory. This is attributed to information processing occurring
through two brain channels: verbal, which pertains to text, and nonverbal, which pertains to
visuals, such as pictures or images (Paivio, 1986). Therefore, the interaction between verbal
and nonverbal elements during the language acquisition process contributes to effective
vocabulary acquisition, resulting in several positive outcomes, including long-term memory
retention. As EFL learners develop their long-term memory, it also aids in the development of
their reading skills.

When English as a foreign language learners acquire vocabulary within visual contexts, it
enhances reading comprehension by fostering a deeper understanding of verbal information.
Gustafsson and Davidsson (2017) noted that interaction with diverse contexts develops
understanding skills, thereby increasing reading comprehension. Visual tools like PWIM,
CALL, and Story-shrimp provide EFL learners with opportunities to engage and explore
vocabulary in various visual contexts, ultimately leading to expanded vocabulary, improved
understanding, and enhanced reading comprehension. This is supported by Arvizu's (2020)
findings, indicating that CALL aids such as pictures and graphics play a crucial role in
augmenting vocabulary and facilitating the development of reading comprehension through
extensive vocabulary knowledge. Increased and comprehensive vocabulary are crucial for
fostering reading independence. According to Lightbown and Spada (2013), developing
reading comprehension is vital for EFL learners, as vocabulary growth relies heavily on
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reading, serving as a significant source of vocabulary development for second language

learners. As EFL learners enhance their reading skills, their vocabulary knowledge also
expands. Additionally, reading serves as an effective method for enhancing English literacy
skills among EFL learners due to its role in vocabulary development (Wilt et al., 2019).

5.3 Theoretical approaches (PWIM & CALL)

Multiple studies have highlighted the positive impacts of visual support on vocabulary
acquisition, including long-term retention and vocabulary enhancement. These findings align
with the cognitive theory of Dual Coding proposed by Allan Paivio. As Shadiv (2020)
suggested, incorporating both labels and pictures engages various parts of the brain, thereby
improving cognitive ability. According to Lightbown (2013), students are more likely to
remember words due to the activation of cognitive processes. Paivio's theory distinguishes
between verbal and nonverbal functions in processing information. Verbal function involves
the use of language knowledge, such as written or spoken information, while nonverbal
function involves processing information through visual support, regardless of language
proficiency. For instance, Arvizu (2020) suggests that visual aids in the form of pictures
(nonverbal) support vocabulary acquisition (verbal). Visual tools like CALL establish
connections between pictures and words, facilitating deep understanding of vocabulary
(Alam and Mizan, 2019). The cognitive theory of dual coding emphasizes that utilizing two
representations helps English as a foreign language learners understand and retain
information. As previously mentioned, encoding both verbal and nonverbal information
enhances understanding and promotes long-term memory retention. According to Mayer
(2008), the human mind possesses an information processing system that effectively handles
both pictorial/visual and verbal channels, facilitating long-term memory storage.
Additionally, the interaction between accurate representations, such as pictures and words,
enhances reading comprehension by providing complementary information. For instance, the
word "apple" becomes more comprehensible for young EFL learners when presented
alongside visual support like the Picture-Word Inductive Model (PWIM). This concept is
supported by Mayer's (2008) Cognitive Theory of Multimedia Learning, which suggests that
learners achieve better understanding when information is presented through both pictures
and words.
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5.2. Teachers and pupils’ perspectives on visual support

Many of the collected studies incorporated surveys in their methodology to gather opinions
and perspectives from both students and teachers regarding the use of visual support in
vocabulary acquisition. For instance, Alam and Mizan (2019) surveyed EFL students to
determine if visuals aided in L2 vocabulary acquisition, with approximately 43% agreeing
that visual support was indeed beneficial. When students have the opportunity to express their
opinions, it facilitates lesson planning tailored to their interests; for example, many EFL
students concurred that visual support enhanced their vocabulary learning experience.

A common finding across these studies was that many EFL students acknowledged how
visual support promoted motivation, engagement, and interest in the vocabulary acquisition
process. Additionally, visual aids empowered EFL learners to become more independent in
their vocabulary acquisition journey. By integrating pictures, images, or graphics alongside
words, contextual understanding was enhanced, making the process more enjoyable and
captivating (Lornklang and Zhao, 2019). As EFL learners become more independent in their
vocabulary acquisition, they can increase their confidence levels. The Swedish curriculum
emphasizes the school's responsibility for fostering individual student autonomy in learning
and exploration (2022, p. 13). However, visual support also tools based on technological
knowledge and many teachers agreed that teachers who lack technological knowledge will
face challenges. This can be supported by the findings in Alm and Mizan (2019) states that
some teachers' opinions were about the difficulties of using those new visual based tools and
that’s because many teachers are used to the traditional vocabulary acquisition which is
glossary. In order to not face those kinds of challenges. It's important that teachers have the
proper education for example CALL or PWIM is used and how it supports the process of
vocabulary acquisition. On other hand, Enayati and Gilakjani (2020) state that teachers think
that interacting with visual support gives the opportunity to English as a second language
learners to enhance and develop vocabulary that will provide their reading skills.
Furthermore, many teachers stated that visuals can bring engagement and motivation in their
English communicative classroom. Lightbown (2013) states that creating a commutative
classroom means that teachers should use communicative activities. As Lundahl (2022)
mentions that the commutative classroom is about English as a foreign language
communication due to interaction. Therefore, commutative tools such as PWIM which leads
to interaction between learners and it encourages communication in the English language.
 20

This can be supported by the Swedish curriculum that state pupils should develop their ability
to express themselves and communicate in speech and writing (2022, p.34).
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6. Conclusion

The aim of this study was to investigate the influence of visual support on vocabulary
acquisition among EFL learners, particularly in relation to their independence and reading
skills. Based on the extensive research conducted and the preceding discussion, it can be
concluded that visual support significantly facilitates vocabulary acquisition for EFL learners.
Visual aids contribute to long-term retention and memory enhancement, making the process
of acquiring vocabulary more enjoyable and motivating. The findings from various sources
indicate that tools utilizing visuals, such as CALL or image-to-text recognition, assist EFL
learners in remembering and recalling diverse vocabulary words. Moreover, the combination
of pictures or images with text enhances contextual understanding, enabling learners to
interact with both verbal and nonverbal information. It is believed that visual contexts foster
deeper comprehension, ultimately enhancing reading skills.

As many of the resources I found included surveys in their methodology, I gained insight into
the perspectives of EFL learners and teachers from various countries regarding the impact of
visual support on vocabulary acquisition. The majority of EFL learners expressed a shared
belief that visual support significantly aids in making vocabulary acquisition easier. Many
reported that colorful pictures, in particular, increased their interest and motivation to learn
more vocabulary, consequently enhancing their vocabulary knowledge. Teachers generally
concurred with the learners' perspectives, noting that combining pictures with text facilitates
the development and enhancement of vocabulary. However, some teachers expressed
concerns about potential challenges and difficulties, particularly related to their limited
technological knowledge. Despite the significant findings discussed, this research has its
limitations. One major challenge is that much of the existing research focuses on how visual
support impacts vocabulary acquisition for university students, rather than school-age
learners whom I specifically target in this paper. To provide a more comprehensive review
aligned with the project's aim, further studies focusing on school-age learners are necessary.
Additionally, I aim to delve deeper into how vocabulary acquisition influences reading
comprehension for EFL learners. To contextualize this research within a Swedish setting, I
plan to implement these findings during the upcoming VFU period, incorporating colorful
pictures with text and evaluating their effectiveness through tests. However, challenges may
arise due to the unique backgrounds of each pupil. Therefore, collaboration with classroom
 22

teachers, who possess knowledge about individual student needs, will be essential in selecting
the appropriate visual tools to tailor the vocabulary acquisition process.
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7. References

Alam, Z., & Mizan, F. (2019). The perceptions about computer assisted language learning for
L2 vocabulary acquisition. Journal of Language Teaching and Research, 10(5), 926.
DOI: 10.17507/jltr.1005.04

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