The effect of learner-generated drawings versus pre-made illustrations on vocabulary retention in adult beginner efl learners

Abstract

This thesis investigates the effect of learner-generated drawings compared to pre-made illustrations on immediate and delayed vocabulary retention in adult beginner learners of English as a foreign language. It is divided into a literature review, a methodology and results section, and a discussion. The literature review presents key theories of vocabulary learning and visual support. The methodology chapter describes a within-subjects experiment involving ten participants, as well as results from pre-, immediate, and delayed recall tests, and questionnaire data. The results of the study indicate that participants performed better in the illustration condition in the immediate post-test, whereas the difference between the two conditions was minimal in the delayed post-test due to a greater decline in the illustration condition. These findings seem to suggest that while pre-made illustrations may support more effective initial learning, learner-generated drawing may contribute to relatively more stable retention over time. Questionnaire responses further revealed mixed attitudes towards drawing, highlighting the role of individual differences in its effectiveness. The discussion chapter of the thesis interprets these findings and considers their pedagogical implications. Keywords: vocabulary learning, EFL, drawing, visual aids, memory