Action-research study to improve vocabulary acquisition through picture description

Abstract

The incidence of vocabulary at the level of students has been one of the components of the English language with more research, however, it was considered the need to perform a context assessment to analyze the effect of the implementation of image description on vocabulary acquisition in a specific population. The participants were ten students from an English academy (n=10). For the analysis of the data obtained, a sample survey of "mixed" type was considered through quantitative and qualitative instruments applying a survey with statements on a Likert scale, diagnostic tests and subsequent tests on vocabulary knowledge and its use in context allowing to analyze the comparison of the means in a p < .005 whose interpretation of data is statistically significant. The results of the instruments (vocabulary knowledge test and vocabulary test in context) show that the use of image description has a positive impact on vocabulary acquisition. Participants learned more words and after the intervention with a Cohen's magnitude d = 0.45 reaffirming that the confidence of "n" was better regarding the use of "known" and "new" vocabulary. The participants' perspective was positive towards vocabulary acquisition through image description. The results also represent a significant value for teachers in the area, since it recommends activities that include the description of images to contribute to a learning of vocabulary appropriate for their development and interaction.