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Teaching English vocabulary through visuals and
multimedia
Zulfiyakhon FAZLIDDINOVA
1
, Feruza ERKULOVA
2
Namangan State Institute of Foreign Languages named after Iskhokhon Ibrat
ARTICLE INFO
ABSTRACT
Article history:
Received December 2024
Received in revised form
15 December 2024
Accepted 20 January 2025
Available online
15 February 2025
The present study investigates the efficacy of multimedia
and visual aids (specifically, flashcards and video-based
vocabulary lessons) in the context of vocabulary instruction for
young learners. The investigation is informed by extant
research, which has identified multimedia and visual aids as a
pivotal element in language acquisition. The present study
therefore explores the utilization of multimedia and visual aids
in the teaching of vocabulary to young learners, and the
perceptions and utilization of visual aids by teachers. The
present study was conducted experimentally with 35 students
from the second grade of a public primary school in Uzbekistan,
and teachers working in this school were invited to respond to
the survey question. The findings of the study demonstrated
that the use of multimedia and visual aids can enhance the
speed of language learning and motivation, in contrast to the
conventional methods. The utilization of visuals and technology
has increased to 3 per cent in this study. Furthermore, the study
sought to ascertain the challenges faced by teachers and their
preferences regarding resource materials, with the objective of
ascertaining the requirements of rural schools.
2181-
1415/©
2025 in Science LLC.
https://doi.org/10.47689/2181-1415-vol6-iss1/S-pp
This is an open access article under the Attribution 4.0 International
(CC BY 4.0) license (https://creativecommons.org/licenses/by/4.0/deed.ru)
Keywords:
vocabulary,
flashcards,
videos,
EFL,
young learners.
1
Master degree student, Namangan State Institute of Foreign Languages named after Iskhokhon Ibrat.
E-mail: zuzu801102@gmail.com
2
PhD, Associate Professor Namangan State Institute of Foreign Languages named after Iskhokhan Ibrat.
E-mail: feruzaerkulovauzb@gmail.com
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Vizual va multimedia orqali ingliz tilidagi lu
g‘
atni
o‘
rgatish
ANNOTATSIYA
Kalit so‘zlar
:
lug
‘
at,
kartalar,
videolar,
EFL,
yosh o
‘
quvchilar.
Lu
g‘
at tilni
o‘
zlashtirishning asosiy elementi b
o‘
lib, uni
o‘
rgatish til
o‘
rgatishning muhim masalalaridan biridir.
O‘
yinlar,
texnologiya, kartalar, rasmlar va boshqalar kabi turli xil
vositalar yordamida EFL talabalariga yangi leksikani
o‘
rgatish
b
o‘
yicha k
o‘
plab tadqiqotlar
o‘
tkazildi. Ushbu tadqiqotda
yosh
o‘
quvchilarga lu
g‘
atni
o‘
rgatishda multimedia va
k
o‘
rgazmali qurollarning (xususan, lu
g‘
at uchun kartochkalar
va videodarslar) samaradorligi,
o‘
qituvchilarning fikr-
mulohazalari/k
o‘
rgazmali qurollardan foydalanish
o‘
rganildi.
Ushbu tadqiqot
O‘
zbekistondagi umumta
’
lim maktabining
2-sinfidan 35 nafar
o‘
quvchi ishtirokida eksperimental tarzda
o‘
tkazildi va ushbu maktabda ishlovchi o
‘
qituvchilardan s
o‘
rov
savoliga javob berish s
o‘
ralgan. Tadqiqot natijalari shuni
k
o‘
rsatdiki, multimedia va k
o‘
rgazmali qurollardan foydalanish
o‘
rganish tezligini va til
o‘
rganish motivatsiyasini oshirishi
mumkin, an
’
anaviy usullardan farqli
o‘
laroq, ushbu tadqiqotda
vizual va texnologiyadan foydalanish 3 foizga oshgan.
Bundan tashqari, qishloq maktablarida
o‘
qituvchilarning
muammolari/fikri va turli resurs materiallaridan foydalanishi
sinovdan
o‘
tkazildi.
Преподавание английского словарного запаса с
помощью визуальных средств и мультимедиа
АННОТАЦИЯ
Ключевые слова:
словарный запас,
карточки,
видео,
EFL,
юные ученики.
Словарный запас является ключевым элементом
овладения языком, поэтому его обучение занимает важное
место в преподавании. В различных исследованиях
рассматривались методы обучения новой лексике
студентов EFL с использованием различных инструментов,
таких как игры, технологии, карточки, иллюстрации и
другие ресурсы. В данном исследовании изучалась
эффективность мультимедийных и наглядных пособий
(в частности, карточек и видеоуроков) при обучении
лексике юных учащихся, а также мнение учителей о
применении наглядных материалов. Эксперимент был
проведен среди 35 учащихся 2
-
го класса государственной
начальной школы в Узбекистане. Кроме того, учителям,
работающим в этой школе, было предложено ответить на
вопросы анкеты. Результаты исследования показали, что
использование мультимедийных и наглядных пособий
способствует ускорению процесса обучения и повышению
мотивации учащихся к изучению языка. В отличие от
традиционных
методов,
использование
наглядных
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материалов и технологий в данном исследовании
увеличилось
на
3%.
Помимо
этого,
были
проанализированы проблемы, с которыми сталкиваются
учителя, их мнение о различных учебных ресурсах, а также
уровень доступности таких материалов в сельских школах.
INTRODUCTION
With the advancement of technology, the necessity for the usage of multimedia has
significatly increased and English vocabulary is the main element of Language learning.
Research has shown that incorporating the digital storytelling teaching method has
significantly enhanced the vocabulary competence of primary school learners
additionally the grammar knowledge and attitude of students towards English languages
acquisition (Karimov et.al, 2023; Zhang Zhen, 2016). While research suggests visual and
multimedia approaches are beneficial for vocabulary learning, there is a gap in
understanding the optimal combination of specific visuals and multimedia elements and
their long-term impact on different learner types and contexts. The current research
examines the benefits of teaching English vocabulary to 35 primary school learners from
the 2nd grade of a public school in Namangan, Uzbekistan, through specific visuals and
multimedia materials, flashcards and video-lessons. Traditional vocabulary learning
methods with flashcards are the usual method for the teachers, because of its
comfortability, however with the improvement in technology the research pays attention
to the digitalizing of teaching methods, it's advantages and disadvantages both on
students and teachers. This research paper first reviews the relevant literature on the
significance of the usage of multimedia in the teaching process, then goes on the main
research by analyzing and discussing students' pretest and posttest results, and gives
conclusions and recommendations for the further studies.
LITERATURE REVIEW
The application of visual and multimedia resources has been one of the
successfully implemented methods that led to diversity of the teaching process. Visuals
are the incredible tools in teaching lexicon in EFL classes to different age learners, for
example; real objects, images, flashcards, pictures in textbooks, maps, model-toys that
emphasize different set of vocabulary greatly assist teachers and learners in new
language acquisition. Additionally, online programs Quizlet Live, Quizzes, Kahoot!,
vocabulary building application, educational videos, animated stories, music, podcasts
and audiobooks ensure to teach with the help of the technological devices as most of the
students enjoy working with their phones and laptops.
Nguyen (2021) has reviewed about 20 researches about the effects of media on
foreign language vocabulary acquisition and concluded that the usage of the mass media
has a great importance in the process of acquiring English vocabulary for students. On the
other hand, Omer and Abdulrahman (2020) classified three main categories of challenges
related to the teaching (related to teachers, students and methods/techniques).
Esin Hazar (2020) by conducting research in 37 Turkish students attempted to
determine the role of digital games on enhancement of English vocabulary, and found out
that the digital games are much more effective than the traditional methods.
Sayfutdinov and Sotlikova have studied this theme in uzbek students and teachers,
while the former emphasized the integration of technology and mnemonics into
vocabulary teaching, (Sayfutdinov, 2024) the latter observed and interviewed
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10 teachers at Genius private schools about their use of teaching techniques, vocabulary
selection strategies and the use of visual aids and collaborative exercises (Sotlikova,
2023). Digitalizing teaching tools will not only help to improve vocabulary learning skills,
but grammar knowledge and attitudes towards the language learning (Karimova et.al.
2023), assist students with the ability to read, interpret, write vocabulary correctly
(Wahid. et. al, 2021).
Mthethwa states that whether technologies used or not during the lesson,
instructors play an important role and animated words helped students to memorize
words more quickly then still pictures, this study was on the 60 participants, who were
studying in the USA from different part of the world (2018).
METHODS/METHODOLOGIES
This study followed Campbell and Stanley's (1963) quasi-experimental testing
method, with a study group consisting of experimental and control groups drawn at
random. During the procedure materials were taught with the help of the multimedia
learning principles developed by Mayer, 2009 and the numerous empirical studies have
shown enhanced retention, increased motivation and engagement and the improved
vocabulary acquisition. To test the effectiveness of the utilization multimedia in the
vocabulary teaching, primarily, observations were done in the one of the rural 3rd public
school in Turaqurgan district, Namangan. The quantity of 2nd grade students were
selected by the researches, in the control group consisted of 17 students and the
experimental group 18. This research was proceeded during 4 weeks and students had
8 lessons, each lesson lasted 45 minutes.
Process steps
At the beginning of the process according to the research design pretest was
conducted both from the control and experimental groups, the pretest was in the form of
a vocabulary quiz (given in the appendix) to check their background knowledge. After
which, students' results were compared and divided into control and experimental
groups, after which teaching with the tools such as smart TV, (videos) started in the
experimental group, while the control group had lessons in the traditional teaching
methods and learned vocabulary with the help of repetition drills and chants.
In the first week, two lessons were conducted, and the main aim was to introduce
half part of the vocabulary on the topic "Clothes" in the experimental group these topic-
based words were demonstrated through videos and Guess What! Studentsbook for 2nd
grade was used to show students the pictures of the words, while in the control group
students used pictures of the words given in the book. In the following week, the
experimental group had 2 lessons that used flashcards, videos, and pictures to reinforce
the given vocabulary. In contrast, the experimental group used only school books and did
exercise writing with the help of the grammar translation method. In the third week of
research, the second half of the vocabulary was introduced as the first half did and in the
last week, all words were revised, and reinforced. After the teaching procedure
(4 weeks), we took the posttest and carefully sorted out and analyzed the results.
Tools
In the current research study, several tools were utilized. Firstly, to find out the
background knowledge of students and after the study results, surveys were distributed
and analyzed according to the research study done by Mansourzadeh (2014).
Traditionally, the quasi-experimental method has been assessed by measuring the
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effectiveness of teaching vocabulary through visuals and multimedia resources used in
the study. To check the teacher's opinions, their usage of visuals and multimedia during
the lessons, and their challenges another online survey was conducted. In the
experimental group students were taught with specially prepared videos, to learn the
lexica related to the theme and used different types of visuals (flashcards and pictures).
To find out the teacher's perceptions and opinions about the usage of the visuals
and multimedia Google Forms app was used. The 10 most essential questions were given
to teachers and the results were analyzed.
Analyzing data
In the study, the data was analyzed by comparing test results with the pretest and
post-test assessment, and teachers' answers were given in the bar, pie chart form.
RESULTS
Table 1 demonstrates the results of the pretest vocabulary that checked the
background of the leaders. According to the results of the analysis, the mean score of the
experimental group was 52,75, while the mean score of the control group was 57,72. The
t value of 4, 97 shows the difference between the knowledge of students in the given words.
Table 1.
Background knowledge of students.
Background vocabulary knowledge
Group
N
Mean
t
Experimental
17
52,75
-4.97
Control
18
57,72
Table 2 shows the results of the research that has been conducted positively for
both experimental and control groups. While the experimental groups' results soared up
to 92 with a demonstration of the high effectiveness of teaching with flashcards and
video lessons, the control group improved their vocabulary to 89 percent which shows
the effectiveness of teaching traditionally. Finally, the difference between the groups was
that the experimental group had 39,25 % improvement, and the control group had
36.28%.
Table 2.
Posttest results
Post test results
Group
N
Mean
t
Experimental
17
92
Control
18
89
-3
We have collected an analytical survey from colleague teachers, who have from
3 to 15 years of experience in teaching English as a foreign language, and analyzed
questions and outcomes, in detail.
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Table 3. Grades.
Table 3. aims to find out the teacher's main field of work, as we are doing
experimental on primary school learners, 40% of teachers are primary school teachers.
Additionally, five teachers teach 5-8 grade students, three of them instruct young adults,
and only 1 person works in the higher education system.
Table 4. Frequency of using visual aids.
Approximately sixty-seven percent of teachers utilize visual aids as given in the
just above chart, which is not enough in the process of integrating visuals and multimedia
in the classroom.
Table 5. Frequency of using multimedia resources.
When it comes to the utilization of multimedia resources such as videos, and
interactive websites, like padlet.com, Kahoot! And others in teaching vocabulary to very
young learners only 40 % of teachers consistently use them, and the latter part uses them
rarely.
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Table 6. Effectiveness of visual aids and multimedia.
However, teachers do not use visuals and multimedia resources permanently
in their lessons, about 67% of them consider that these teaching tools are very essential
in the assistance of English vocabulary comprehension and acquisition.
Table 7. Students'engagement and motivation.
Different illustrations and online resources are not only beneficial for vocabulary
acquisition but for increasing learners' engagement and motivation to learn more and
more words. Eighty percent of teachers find the use of these teaching tools significant for
student motivation.
Table 8. Adequate resources.
According to the present survey results, approximately 67 percent of instructors
have enough technological tools to utilize during the lesson, and 33 percent think that
they do not have adequate technology for educational purposes in their workplace.
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Table 9. Teaching approaches.
While teaching English vocabulary in the EFL context about 47 percent of teachers
use Task-based learning strategies 40 percent deductive approach, and only 13 percent
inductive approach.
For the question of what specific visuals and multimedia aid teachers use pictures
and videos were responded mostly, additionally, flashcards TV, smart-boards, projector,
and padlet.com were used by some teachers.
To find out what challenges the teachers have in teaching vocabulary we have
asked about this issue and their answers were as given in the table below:
1. Lack of teaching tools in the rural schools.
2. Connection problems (speed of the internet)
3. Difficulty with the students' attraction.
4. Finding suitable resources. ×3
5. Authentic materials.
6. Lack of limited time during classes. ×2
7. Boredom
8. Time management.
DISCUSSION
Our study found that teaching young learners with the assistance of multimedia
and visual aids gives better results than the traditional method of teaching in school, and
in our study, the experimental group learned the words given by researchers by
3 percent which shows the effectiveness of teaching with these tools. Likely, to other
researchers that have contributed to this field of study (Karimova,2023; Mthethwa,
2018) flashcards and videos are beneficial, not only for vocabulary acquisition but for its
usage and cognitive skills of students. It is very important to know English words as basic
skills for the learners and in this stage as a young language learners’ students must know
more words to back up their future language acquisition. Another finding was that the
learners' motivation to study the language was increased, in comparison to the control
group students. Classroom management also increased as students liked the videos and
understand better by visual means.
According to the survey that has been conducted through the English teachers,
teachers do not always use technological tools because of the problems they face in their
rural areas. Only 66% of them use visuals and illustrations however, it is not enough for
effective and interactive lessons.
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The implication of this study is significant as there are increased results both in
vocabulary acquisition and motivation, and management in learning. However, the
students' numbers are limited it should be taught to more students which may help to
find out the other benefits of the study. Further research must focus more on the other
effects of teaching with the help of multimedia and visual aids. In conclusion, teaching
vocabulary to young learners can be more effective, student's motivation to learn
languages can be increased with the help of visual aids such as flashcards and video
lessons that can help to visualize, correctly pronounce and increase learning speed.
CONCLUSION
To conclude, the study has tested the effectiveness of teaching English vocabulary
via multimedia (videos) and visuals( flashcards) in young EFL learners in one of the rural
areas of the Republic of Uzbekistan, the findings revealed that the usage of the
abovementioned tools can significantly improve the vocabulary acquisition in students,
and encourage students to visit more English lessons, however, teachers teaching tools
and digital resources were not enough to teach them correctly in all the classes, which
was the problems seen in rural areas. It is recommended to use more interactive visual
resources to encourage and speed up the learning process not only in urban places but
also in rural areas of the country.
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1.
Hazar, E. (2020). Use of digital games in teaching vocabulary to young learners.
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3.
Mansourzadeh, N. (2014). A comparative study of teaching vocabulary through
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Mthethwa, P. (2018). Teaching Vocabulary Using Multimedia: The Case of US
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Nguyen, N. T. T. (2021). A review of the effects of media on foreign language
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