Effects of Visual Aid–Based Instruction with Pictograms to Enhance EFL Students’ Vocabulary Learning

Abstract

Visual aid-based instruction has been proposed to support vocabulary learning by pairing verbal input with visuals that facilitate comprehension, retention, and engagement. Among visual aids, pictograms may be particularly useful for linking images to lexical items, thereby making vocabulary learning more accessible for young learners. In this context, the present study examined the effects of pictogram-based instruction on upper primary students’ EFL vocabulary learning in public schools, explored potential gender differences in vocabulary gains, and investigated students’ perceptions of this instructional strategy. The study included 257 sixth-grade students (aged 10-11 years), distributed into a control group (n = 124; 61 females and 63 males) and an experimental group (n = 133; 69 females and 64 males). The experimental group received vocabulary instruction supported by pictogram-based strategies, whereas the control group continued with conventional teaching strategies. A quasi-experimental mixed-methods design was implemented over a five-month period using pre- and post-tests, a perceptions questionnaire, and semi-structured interviews. Descriptive statistics and assumption testing were reported before inferential analyses. The results showed a significant Group x Time interaction, indicating that vocabulary improvement was greater in the experimental group. Gender-based analyses indicated that the intervention benefited both females and males, with relatively larger gains among females in the experimental group. In addition, students reported highly positive perceptions of pictogram-based instruction, indicating that it supported learning, increased confidence, and made vocabulary study more enjoyable. These findings suggest that pictogram-based instruction is a practical and pedagogically valuable strategy for enhancing vocabulary development in upper-primary EFL contexts.