THE IMPORTANCE OF USING VISUAL AIDS IN CLASS TO TEACH ENGLISH LANGUAGE VOCABULARY
Abstract
Pinto, V.S. (2024). The importance of using visual aids in class to teach
English language vocabulary. Universidade Licungo. Faculty of Education -
(FE). Quelimane, Mozambique.
The objective
of the research is to know the use of visual aids in classes. Though, the
definition of (Shabiralyani, Hasan, Hamad, & Iqbal, 2015), visual aids are
tools that help to make an issue or lesson clearer or easier to understand and
know (pictures, models, charts, maps, videos, slides, real objects etc.). The
visual aids are very important in classes because it helps to teach new
vocabulary in classes of English language. Therefore, visual aids help the
pupils to retain the information easily. Is important to know that the Visual
aids is an approach used in classes. This essay develops the aspect of using
visual aids in classes taking into account the different ways that the visual
aids is used, the benefits of visual aids, reasons for incorporating visual
aids into ELT materials, the portance of use visuals aids in classes to teach
English language vocabulary. Those, aspects were developed by using articles
and journals and other materials, which deals with the topic in case. The main authors in this essay are:
(Lehmanann, 2019); (Baser, 2013); (Dolati & Richards); (Novawan, 2020);
(Patesan, Balagiu, & Alibec, 2018); (Shabiralyani, Hasan, Hamad &
Iqbal, 2015);
Keyword: Visual aids. Approach. Material. English language.
1.
Introduction
The
visual aids in language teaching is a key element and prompt the learner and
gives the meaning of the objects in discussion for grammatically acquisition
and according to (Novawan, 2020), visual aids […] possibly clarify concepts or
“decorate” the materials so that they look physically attractive and,
a-Motivation::
a learner of language is motivated while he / she has a strong need to learn ,
he/she create an energy to acquire new language with further efficiency;
b- Participation:
this factor denotes to learning by performance not to be silent. Learning can
be promoted by stimulating recognition and production levels moreover, expands
memory processes (ibid ).
According
to
The use
of visual aids in classes helps learners understand particular concepts or
words, also the visual aids can help learners out visualize the concepts, which
are hard to understand in mind. As well
as the
(Sharafovna & Islomovna), to fully
understand visual learning and teaching, we need to discuss visual literacy,
visual language, and visual communication. Then, Visual language is a form of
communication that is not aural, written, or gestural. By excluding the spoken
word and signed words, visual language relies on marks, forms, design, colour,
and shapes to convey messages. Pictograms, hieroglyphs, and ideograms are
simple forms of visual language; although, (Baser, 2013) says that “the models
as maps, pictures, formula are physical replicas of real objects. They are
helpful and provide more chance of learning in the class. In addition, they are
replicas for systems, which can help more during teaching and learning”.
2.
The importance of using visual aids in class
to teach English language vocabulary
Visual
aids in ELT materials can be defined as instructional aids that display
information visually for the purposes of English teaching or class use. Visual
aids can be a mediating tool for language learners of all ages in making sense
of the target language English. (Novawan, 2020)
(Baser,
2013) teaching with visual aids or observational learning via model takes place
when observer or learner displays new patterns of behaviour that, without model
reflection the learning probability was less even if there was more motivation
and encouragement to the learner. Alternatively, the model can facilitate the
possibility of learning easily and immediately. Model provides information and
cause quick learning of the new concepts or objects to the learners. Here the
model is something visual, which can directly contribute to the learning of
students and make it easy.
Teaching language is not easy when someone is
face to face first time studying a language and our students face out problems
to learn a language and when the visual aids is used correctly can perform the competence
of the pupil and call up the interest to learn the English language.
Supporting the idea (Baser, 2013), in order
to solve the misunderstand what is presented as theory the visual aids presents
it as real object which helps the student to aware effortlessly; for example,
if the teacher want to teach the classroom material, he can bring the pictures
of material/images of it, as the image bellow.
Figure 1 Classroom Materials Font:
www.englishgrammarhere.com
However,
(Lehmann, 2019) a competence may involve different capacities of the individual such as
perceptual, productive, cognitive and social capacities […] involve both
perception and production. Perception involves the senses, and further
differentiation may then be based on the senses. Forwarding,
Accordingly
to (Shabiralyani, Hasan, Hamad, & Iqbal, 2015), tells that learning is a
complex process. It can be defined as a change in disposition; a relatively
permanent change in behaviour over time and this is brought about partly by
knowledge.
(Patesan,
Balagiu & Alibec, 2018) Using multimedia audio-visual aids in the English
classroom has become necessary if we want to increase the students’ interest,
knowledge and proficiency in the English language.
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Figure 2: Gearbox and its constituents Font: https://www.linkedin.com/pulse/introduction-gearbox-operation-mechanical-engineering-world |
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Figure 3 Gear Box Font: https://www.google.com/imgres?imgurl=https://wuling.id/wp-content/uploads/2022/04/COVER-Seputar-Gearbox-Mobil-Fungsi-Komponen-dan-Ciri-Kerusakannya.jpg&imgrefurl=https://wuling.id/en/blog/autotips/car-gearbox-functions-components-an |
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Figure 4: Gearbox |
However, Pinto, V.S. (2024), explains that the simulator program the student will learn the different flopping of the car gearbox, in circumstance of forgetting filling the oil, then, the learner will understand why is important to control the oil in order to avoid overcomes. As a mechanic, he must know deeply about the area and after the simulation, the trainer can now take the learners to learn in direct object, parting from what the students learned before.
As above, we have an example of particle
usage of visual aids, this call attention that the visual aids are used in different
areas of studies, this makes the studied object interested to the learner,
however, in the sequences of visual aids, there also “audios”, which helps the
students and teachers too, to teach the spell of words in English language,
then the learner can get the way of spell of a native speaker (Pinto, V.S,
2024).
Therefore,
(Shabiralyani, Hasan, Hamad, & Iqbal, 2015), visual aids are tools that
help to make an issue or lesson clearer or easier to understand and know
(pictures, models, charts, maps, videos, slides, real objects etc.). There are
many visual aids available these days. We may classify these aids as follows;
visual aids are which use sense of vision are called Visual aids. For example :
models, actual objects, charts, pictures, maps, flannel board, flash cards,
bulletin board, chalkboard, slides, overhead projector etc. Out of these black
board and chalk are the commonest ones. The challenges of classroom instruction
increases when prescribed a course to the class while course books (textbooks)
are constituted with too many interactive expertise activities. Most
significantly, it has convert a common phenomenon to integrate textbooks with
audio visual aids as additional or supplementary resource for classroom.
As well
as, the use of visual aids can change the paradox that many teachers’ faces in
their daily activities because using the aids fulfil the intended to reach the
objectives. For instance, All the teaching methods used in class over the years
starting with the direct approach, the audio-lingual method or the
comprehension-based approach made use of visuals or tape recordings to avoid the use of mother tongue in class. The
Communicative Language Teaching stressed the need for real life objects or
texts to give authenticity to the communicative situation as “Non-native
speakers (both inside the classroom and outside the classroom) make use of the
here and now objects in the immediate environments”
Going to
the fundamental idea of learn and teach language, (Tabacaru & Bucuroiu,
2021) sustain that learning tools will adapt and evolve in accordance with the
context where teaching and learning takes place and it is unavoidable to
integrate audio-visual devices to teaching process. Whatever on, learning
without context is meaningless. Visual aids like photos, pictures, or stick
figures provide context or situation to bring the students to reality of
learning and to reinforce the tasks and activities. For example, the picture of
“a port” can help learners figure out the place and situation, and identify
people, things and activities in such a situation. (Novawan, 2020).
According to
Ø
PowerPoint
Microsoft PowerPoint is widely used for presentations
because it's easy to create attractive and professional presentations and it's
simple to modify and reorganise content compared to other visual aids.
Ø
Whiteboards
Whiteboards are great for providing further explanations,
such as, showing the order of a process, creating diagrams or explaining
complex words or phrases. They're often used to display headings and write down
audience suggestions.
Ø
Handouts
Handouts are papers that contain key information from your
presentation or they may provide further information.
Ø
Video clips
Using videos are a great wait to engage the audience and
increase their interest. Use video to bring motion, images and audio into your
presentation.
Ø
Flip chart
Flip charts offer a low cost and low tech solution to
record and convey information as you speak. They're more beneficial for smaller
audiences and they are favoured for brainstorming sessions as you can gather
ideas easily.
Ø
Posters
Poster boards can be
created using a variety of visual devices, such as graphs and images.
A part from what the University of Delhi presented,
Pinto.V.S (2024), increases the nature as the types of visual aids. The nature
can help the teacher to facilitate the teaching of new vocabulary, for instance
when we say cloud, rain, storm and etc, they are not object for example they
are used when the lesson is about the weather, the plat can be used all the
types to demonstrate to students and also physical object.
2.3. The Benefits of Visual Learning and Teaching
(Tabacaru &
Bucuroiu, 2021), Presented the benefits of visual aids then, visual component
to the curriculum can:
·
Help students better engage with the materials;
·
Increase retention by 29-42%;
·
Develop higher-order thinking skills;
·
Hone fundamental abilities that enable students to see and conceptualize
visuals clearly;
·
Enhance tactile hand-eye-mind connections that improve the ability to
recall facts and retain learning;
·
Serve the unique needs of learners who process information primarily
through visuals, as well as increase learning for all students;
·
Provide new opportunities to some students with learning differences and
challenge students who are gifted or twice exceptional;
·
Be an integral part of best-practice intervention methods with
individuals on the autism spectrum.
Insisting
the benefits of visual aids, (Patesan, Balagiu, & Alibec, 2018) in developing skills like speaking or
writing, students can use a wide range of forms such as: tables, graphs,
charts, diagrams, photographs, you tube films to convey spoken or written
messages. By oral presentations on given topics they enhance the speaking
competence while the organization of ideas in a written form or making up
dialogues for example, help them enhance writing. However, the language
acquisition can be achieved by using meaningful visuals that are more helpful
in the students’ memorization of new vocabulary or structures. As during
observational learning attention is paid and it means that learners got it
meaningfully. Students are very self-confident because they are sure and gained
something with more accuracy and interest. In addition, feature or colour of
the model is important for attracting attention, because if the model shape,
size, type, colour or voice is unfamiliar the learner will pay more attention
in such condition. (Baser, 2013)
(Baser,
2013) incorporated six stages of teaching visual aid, visual models and real
object observation as follows, these are
represented bellow:
Stage 1: Oral descriptions of words
Stage 2: Descriptions of words as writing
Stage 3: Visuals or pictures, pictures of real-world
resources and drawing
Stage 4: Models of real-world materials that look
like artefacts, also included at this level are representations of verbs,
adjectives, and some nouns by dramatic performance for example acting angry,
pretending to cry, yelling, and laughing and so on.
Stage 5: Living and non-living materials that are
true artefacts, but have been removed from their native location and brought to
the classroom for teaching and learning.
Stage 6: Real-world materials, living and non-living
materials in their native territory
(Dolati & Richards) Provides an overview
of samples of learning activities designed to both look at (a) the different
kinds and uses of visual aids in language learning classrooms; and (b) kinds of
learning design required effectively use visual aids for language learning. In
other hand, they will try to recognize, know its function and place it in their
mind directly.
|
Types of Visual
aids |
Examples |
age of students |
Objectives |
Role of Teacher |
Role of Students
|
|
Flash card |
Double sided cards with
picture and spelling |
8-12 |
Building up new vocabularies
|
Organizing and providing the
correct pronunciation |
Recognizing the right words
and pronunciation |
|
Movies &
Animation |
Educational movies |
9 -12 |
Developing speaking and
listening skills |
Persuading and triggering
the discussion |
Core participants in
following the discussion |
|
Authentic role
plays |
Restaurant exchange |
9-12 |
Introducing authentic
situation |
Simulating the conversation
in different contexts |
Communicating in different
situations |
|
Computer-based
or multimedia interface |
Educational sites |
9-12 |
Surfing and getting info |
Familiarize the students
with useful websites |
Exploring new information |
Retention is also the creation of observation
or observation have direct effect on retention, when we save or keep something
in the mind and possess it recall it mean it is possible to retrieve different
visual aids for different aspects of learning.
Although, the importance of visual aids to the
teachers is also an important factor, which has affects during usage of visual
aids. For instance, if a teacher do not think that pictures are important
visual aids, then she/he may not use that more or with interest. (Baser, 2013)
2.4. Reasons for incorporating visual aids into
ELT materials
(Novawan,
2020), the use of visual aids in ELT materials is helpful in a way that
students’ understanding of the teaching materials is significantly increased
whenever proper visual aids are used. Moreover, the difference and uniqueness,
of learners’ characteristics and styles of learning, the use of creative and
various appropriate visual aids can bridge a gap between the expected ideal
roles of visualization conception in teaching and the learners’ psychological
condition in learning.
2.5. The use of visuals in the foreign language
acquisition
According
to (Novawan, 2020), learning English involves two types of materials; that is,
systemic and schematic components, although, systemic knowledge refers to the
nature of English in terms of syntactic and semantic features of it.
Furthermore, most people are visual learners, it is important to go beyond
"spoken words" when educating students.
Sharafovna
& Islomovna says that visual language is a form of communication that is
not aural, written, or gestural. By excluding the spoken word and signed words,
visual language relies on marks, forms, design, colour, and shapes to convey
messages. Pictograms, hieroglyphs, and ideograms are simple forms of visual
language. Signs and symbols for trains, planes, busses, restrooms, restaurants,
and more are readily understood visual communications that do not rely on language
to comprehend.
https://stock.adobe.com/search?k=attention+sign
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Wazeem
& Kareema (2017), contributed saying that the terms audio-visual aids is
not new but their usage is sporadic in the university classrooms. Audio-visual
aids are considered an effective tool especially for language learning. In
addition, the use of these aids in third world countries […] is not very
copious. Classrooms in the universities are equipped with new technological
teaching aids for teaching-learning process in are sourceful and interesting
way. A beginner at undergraduate level course in learning English language has
to complete subjects related to speaking, listening, writing and reading
successfully. Most of the activities related to speaking and listening need
audio-visual aids to carry on the course.
As foreign language, (Baser, 2013) there are numerous
benefits of visual arts in education for young children, ranging from sensory
exploration to the exercising of the imagination. However, visual arts are not
granted the high value and serious consideration that they deserve in the school
curricula and are not fully appreciated by the community. Although the
educational importance of a mathematics, science, social studies, or literacy
program for young children is rarely questioned, one can assume that teachers
spend much of their time justifying the value of visual arts education in
children’s lives.
2.6. Disadvantage of use visual aids
According to
Ø
Firstly, having visual aids need a lot of
presentation material and preparation for the same. This may be really time
consuming and you may end up giving more time to this than to your speech.
Ø
Use of visual aids may also distract your audience
from your speech as they pay more attention on the visual aids. Ultimately, the
purpose of your speech may not be fulfilled.
Ø
Keep away from overly elaborated visual aids. The
ability to see and understand the aid by the audience is more important than
the way of delivery.
To sum up, we may say that an appropriate use of visual aids can give
your presentation a really superior turn. On the other hand, if you pay more
attention on the aids than on your speech, they may overshadow you in the eyes
of the addressees and seize all the attention of the audience.
3. Conclusion
This
study took me to think deeply about the case of using visual aids in classes in
context of Mozambican schools.
Nevertheless, I flew over my country situation in way of how to use and
implement the visual aids. Yet, the teachers need to work harder in order to
engage the paradigm of using the visual aids plus the vocabulary teaching to
perform the pupils in process of language teaching.
Mozambique
is a country in way of development, there are many Visual aids that can be
applied in classes but it is not possible to implement because the economy is
low in order to solve the problems of educations systems at the same time; keep
internet systems, computer, charts, and others scholar equipment. In other
hands, a skilled teacher can make difference in teaching processes when using
visual aids flashcards, drawing, real materials, without spend budget; The
application of visual aids needs resources for it. We can implement using local
material as we are in area with diversity.
Visual
aids are many, whereby, we can use each type of visual aids in different
purpose of transmission of information. However, the visual aids helps the
student, audience to understand the presentation. An example, the teacher can
bring up the topic about human body, automatically he can use his own body,
mannequin, representational picture, draw of human body or a slide. Although,
the visual aids must be planned and analysed in terms of knowing when and where
to use certain visual aids according to the contents planned. Planning is fundamental
when a teacher want to attain result and, in order to have good feedback and no
limitation of the teachers, the educator needs to find out adequate visual aids
to teach. To end, technologies are the solutions of many problems of us in
finding appropriate material when the schools offer the conditions of
existence.
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Figure 7. Human Body Parts
Font: https://upload.wikimedia.org/wikipedia/commons/4/4b/Human_body_parts_diagram.jpg
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Figure 7. Human Body Parts
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