Static infographics effects on the receptive knowledge of idiomatic expressions

Abstract

Idiomatic expressions are essential components of EFL learners’ linguistic repertoire. Nevertheless, learning such inherently perplexing language constructs poses a challenge to learners. Therefore, the present study was motivated by examining a modern tool (infographics) that is relatively under-researched in EFL settings and potentially conducive to fruitful vocabulary learning. Grounded in dual coding (DCT) and cognitive load (CLT) theories, this study aims to examine the effectiveness of visualizing English idioms via static infographics. Data were collected using three instruments (a pre-/post-test, an attitude questionnaire, and semi-structured interviews) in a mixed-method design. The participants consisted of 78 Arabic speaking students at a Saudi university. Divided equally into two groups, these participants were instructed to learn 60 idioms in five computer-mediated sessions. Students in the control group studied the target idioms via online texts, whereas those in the experimental group studied them via online static infographics. The findings show that despite the significant increase in the post-test scores of both groups, the treatment group outperformed the control group as indicated by the statistically significant difference in scores. Consequently, the findings signify a high potential of static infographics to foster receptive knowledge of idioms. Moreover, the participants show positive attitudes toward the utility of static infographics on learning idioms. Meanwhile, the qualitative findings reveal a number of compelling factors induced by productive constituents and adequate content of the infographics. Those factors are conducive to effective learning and retention, triggering motivation and interests, promoting autonomous and efficient learning, and attracting learners’ attention.

Genre effect on Google Translate–assisted L2 writing output quality

“…Moreover, consistent with previous studies (e.g. Chung & Ahn, 2021), many students show their willingness to utilize GT in the future, suggesting a desire to use novel tools for L2 learning (Alrajhi, 2020). Interestingly, GT use in the future is the only item that has a gradual increase in the mean scores, from the narrative to the persuasive task, suggesting more willingness to use GT in other genres than in the narrative genre.…”

The use of pictorial devices to improve english idioms elucidation among efl seventh-grade students

“…Ramonda (2019) has done extensive research on the use of pictures to help EFL students elucidate English idioms' meaning, and his findings reveal that the use of images "generally promoted the meaning recall" (p. 26) of idioms by providing learners an alternative input channel other than plain reading and translating. Alrajhi, A. S. (2020) researched the effect of the conjunction of graphics and text through infographics to teach L2 idioms and consistently found that this strategy is "highly effective for learning idioms" (p. 325), showing that when it comes to the teaching of idioms, text results into a more successful transmission of information when accompanied with an image.…”

The impact of integrating infographics into English language instruction on mother tongue use and reading/writing performance: A systematic literature survey

“…The impact of infographics on teaching and learning, specifically idiomatic phrases, has been the subject of substantial research (Alrajhi, 2020), grammar (Hamid, Halim, Sahrir, & Studies, 2020;Nhan & Yen, 2021), vocabulary and reading (Khan, 2021;Kongwat & Sukavatee, 2019;Meialldy;Radchenko, 2018) learning engagement and memory recall (Alqudah, Bidin, & Hussin, 2019;Alrwele, 2017;Basco, 2020;Chicca & Chunta, 2020;Hsiao, Laquatra, Johnson, & Smolic, 2018;Naparin & Saad, 2017;Nuhoğlu Kibar, Sullivan, & Akkoyunlu, 2019;Polowsky & Steciuch, 2020;Shanks, Izumi, Sun, Martin, & Byker Shanks, 2017;Surketi & Sitawati, 2019;Waller, 2020;Yildirim, 2016); independent learning and self-efficacy (Alrwele, 2017;Ozdamli & Ozdal, 2018), critical thinking (Al-Mohammadi, 2017;Basco, 2020), language and culture (Khan, 2021); visual literacy (Alyahya, 2019;Bicen & Beheshti, 2017;Damyanov & Tsankov, 2018;López Cupita & Puerta Franco, 2019;Noh et al, 2015;Skenteridou & Tsiakis, 2021) and writing (Maamuujav, Krishnan, & Collins, 2020;Mubarok & Asri, 2020).…”