IMPROVING THE TECHNOLOGY FOR USING VISUAL AIDS TO INCREASE ENGLISH VOCABULARY AMONG PRIMARY SCHOOL STUDENTS

Abstract

This article examines how a technology-enhanced approach to visual aids can accelerate English vocabulary development in primary school learners. Framed by dual coding theory and multimedia learning principles, the study proposes a classroom design in which images, icons, and short animations are integrated deliberately with oral input and text to strengthen semantic encoding, retrieval, and transfer to use. A practice model was piloted in beginner classes and organized around advance activation, meaning construction, guided practice, independent use, and formative assessment. Results indicate improved accuracy in recognition, pronunciation, and contextual use when visuals are optimized for cognitive load, aligned to lesson stages, and recycled through spaced retrieval. The discussion highlights design choices such as minimal text per slide, high-contrast imagery, explicit signaling, and teacher-mediated transitions from picture-supported recognition to picture-faded production. Implications include curating age-appropriate visual modules, combining print and digital media, and embedding micro-assessments to stabilize learning.