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Meaningful Learning in an EFL

Classroom by the Use of Visual Aids


MDE. Francisco Ricardo Chvez Nolasco.
Introduction

Since the beginning of our lives, we
develop visual skills; our central nervous
system is composed that it experiences
continuous stimuli through sensory organs
in order to permit contact with the outside
world.

Reasons
I selected this topic because my students were losing
interest in the class. They considered English classes to be
boring, uninteresting, and even a waste of time.
I was constantly wondering which would be an
appropriate strategy to motivate students and at the same
time, favoring meaningful learning
Therefore, I decided to integrate flashcards and posters to
establish how effective they could be if they appeared at
different stages of the class.
Structure
This study will be divided into three phases. The first
one parting from the inquisitive nature of adolescents
and their insatiable need to solve doubts which brought
out the need to look for strategies for students to learn.
The second one is the application of these strategies,
based on the idea that images create an impact that
allows students to learn. Finally, the last phase is
intended to show the results of what was obtained in
this process.
Why
The reason for choosing the topic
MEANINGFUL LEARNING IN AN EFL
CLASSROOM BY THE USE OF VISUAL
AIDS is to implement the use of visual aids
and eventually, to focus on the result that
students have related to the use of these
visuals and the impact they may cause in the
learning process. Throughout the process I
will conduct various evaluation techniques
in order to obtain information that may
facilitate the analysis of the entire teaching-
learning process with the use of visual aids.
Outcomes
The results will be obtained
through the analysis of didactic
sequences in 3
rd
grade B where
students were exposed and
engaged into the topic in order
to concede meaningful
understanding of the target
language.

Importance of images
I decided to use flashcards and posters in order to promote a
meaningful learning in the students of 3
rd
grade B. I
considered these materials the most suitable to use in the
different didactic sequences applied because images and
clearer written dialogues were clearly served to help students
reach the threshold where they know enough to start
learning in a meaningful way.
Advantages of using Visuals
Some of the advantages, of using flashcards and
posters within the class, were that they optimized
my time in the different stages of the lesson.
During warm-ups, for instance, I showed a
flashcard and students felt rapidly engaged with
the content of the class. On the other hand, it was
even more difficult and took more of the
established time for a warm-up when I wanted to
motivate and engage my students with an oral
instruction.

Students learning
Some checklists were designed in order
to give me and structure and framework
of my students learning process.
Moreover, they were related to learning
objectives and used to assess students
performance. Each one included a set of
criteria related to the use of visual
materials but also to evaluate students
productions.
Evaluation
With the application of all the didactic sequences and the use of the
different checklist I was able to notice the impact that these classes were
causing on my students. First of all, the 3
rd
grade B students were rarely
familiarized with the use of different materials.
Hence, students showed interest when an image was presented and their
participation gradually increased; Grover Tuttle (1975) mentioned that
visual material lends excitement and interest to the foreign language class;
students can become more actively involved through the use of visual
material.
Thus, it was a great experience to perceive a motivation environment
where students had the opportunity to learn English in a meaningful way.

My learning
I realized that flashcards and posters were favorable in my
students learning process; students showed a positive attitude
when I integrated these visual resources. Visual material can
play an imaginative role in foreign language instruction. Visual
material can be used in as many ways as you or your students
imaginations allow. The use of visual material will help make
foreign language learning an enjoyable, life- like activity.
Challenges
My main troubles and challenges in this
Specialization were related to time.
Sometimes I had no opportunity to
complete tasks and I missed some of
them. Luckily I could finish my final
project which to be honest seemed so
hard to do it.

Bibliography
Kurtz, L. (2006). Visual Perception Problems
in Children with AD/ HD, Autism and other
learning disabilities. A Guide for parents and
Proffessionals. London, UK: Athenaeum
Press.
Tuttle, H. (1975). Using visual materials in
the foreign language classroom. Learning
Resources, Vol. 2, pp. 9-13.

Thanks for all
It was a great
experience
being learning
with you all.