ENGLISH-MAJOR STUDENTS’ PERCEPTIONS AT NAM CAN THO UNIVERSITY REGARDING THE USE OF INFOGRAPHICS TO IMPROVE ENGLISH VOCABULARY LEARNING

Lam Ky Nhan, Luong Vo Nhat Quang

Abstract


The present study investigates English-major students at Nam Can Tho University’s perceptions on using infographics for improving English vocabulary. Through a mixed-method study that included the use of quantitative data from questionnaires (N = 213) and the collection of qualitative information from semi-structured interviews. The study was designed to identify the benefits and challenges of infographics for vocabulary learning from the learners’ viewpoint. The results addressed the use of infographics as very useful by students in terms of perceived usefulness, engagement and motivation, visual appeal, learning preference, and challenges. Infographics provided an opportunity for dual coding and multimodal processing, which supported learners in making links between visual and text information. In addition, student-created infographics inspired creativity, ownership, and collaboration, and all these factors generated a deeper understanding through social and cognitive connective processes. The research also noted positive emotional effects from infographics. These findings advocate that infographics can be used as successful and learner-friendly tools in EFL vocabulary teaching in the Vietnamese tertiary education system, where digital literacy and learner autonomy are encouraged.

 

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infographics, vocabulary learning, English majors, EFL, learner perceptions

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References


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DOI: http://dx.doi.org/10.46827/ejfl.v9i3.6073

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