USING VISUAL REPRESENTATIONS TO TEACH GRAMMAR TO B1-LEVEL EFL LEARNERS IN UZBEKISTAN
DOI:
https://doi.org/10.55640/Keywords:
visual representations, teenager, grammar instruction, Canva, visual learners, inductive grammar instruction.Abstract
This study looks at the effectiveness of using visual aids as part of teaching four grammar topics (concrete/abstract nouns, transitive/intransitive verbs, demonstrative pronouns, independent/dependent clauses) to teenage EFL students at B1 level in Uzbekistan. The study is based on the research of Folse (2009) regarding principles of grammar instruction and multimodal learning. It also looks at the impact that graphics created with Canva would have on enhancing the understanding of predominantly visual learners. This paper presents an overview of the learners, the reasons for using graphic designs, as well as an analysis of how graphics support inductive grammar instruction. The findings suggest that graphics can provide scaffolding for teenagers' (mid-teen) understanding of grammar and help to alleviate cognitive load and increase engagement. There are also suggestions for how to implement these ideas in the classroom setting.
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