Should language teachers use pictures?

 As we work on the second edition of The Language Teacher Toolkit, I've returned to the issue of using visual images in the classroom. Why do we do it? Are pictures overrated? Is there research to support the use of pictures? 

Historically, in MFL/WL teaching pictures have been used for decades, but became a strong feature of text books in the 1960s, alongside the audio-visual method and oral approaches which eschewed the use of L1. A classic early example for French was Marc Gilbert's Cours Illustré de Français, and its easier successor book Le Français par l'Image. Remember that the driving force behind using pictures was the desire to avoid using English (L1). This went back to the Reform Movement of the late 19th century and even before. The wish to avoid L1 was even stronger in EFL classrooms where students did share the same first language. There was a (misguided) idea that avoiding using L1 would stop students 'thinking in English' - the truth is that they will always mentally translate to a degree.

In this post I'll cover a few areas:

1.  The dual coding effect.

2.  Levels of Processing

3.  Research studies

4.  Possible limitations of pictures

5.  Other motivational factors

6. A reflection on research

7. Conclusion

8. An example activity

1. Dual coding

One of the most influential models of memory comes from Alan Baddeley. His general model is shown below.

 

Research is clear that sounds (spoken language) and images are processed separately in the brain. In the diagram, these two routes of learning are described as the phonological loop and visuo-spatial sketchpad. The central executive is what focuses our attention on the sensory input, whether it be language or what we see. Once information is processed in the two areas of working memory, it may find its way into long-term memory. Rehearsal and spaced repetition help this along. In this model Baddeley proposes that processing in the phonological and visual areas can reinforce each other to strengthen memory traces via what he calls the episodic buffer. This combination of the auditory and visual was already hypothesised by Allan Paivio in 1971 and is known as dual coding. In essence, we remember more when sound is combined with image. It's worth noting that written language is a form of image.

This would lend theoretical support for the use of visual images to support learning and memory.

 2. Levels of Processing theory

Levels of Processing (LOP) theory from cognitive psychology (Craik and Lockhart, 1972) suggests that if we process words through a range of means (spelling, sound, image, gesture, collocations) then better memory performance should result. In other words, LOP predicts that recall depends on the degree of depth achieved during information encoding. If a word is encoded in a shallow way, just at the phonological level, for example, by only hearing it, the recall of that word will be less efficient than if it were processed deeply by adding further sensory information. Therefore, enriching a word with a picture or through other sensory experiences such as gesture or whole body movement, should make encoding deeper than only reading the word.

Put more simply, the more ways we interact with words, the deeper the processing is and the more likely it is that we remember.

3. Research studies

Research on the benefits of using pictures for vocabulary learning is scarce. Psychologist Richard Mayer (2001) conducted studies which led him to conclude that learners retain words better when they are presented alongside and simultaneously with pictures. Carpenter and Olson (2012) also found an advantage for pictures when learning vocabulary.  The value of using pictures in vocabulary lessons was also apparent in a study by Jazuli et al. (2019) which showed how, through pictures, low-proficiency Malaysian students improved vocabulary acquisition and gained motivation to learn English. In addition, findings of a study by Ou et al. (2020) revealed that pictures are beneficial and increase vocabulary retention in young learners. Andrä et al (2020) found that both pictures and gestures enhanced vocabulary retention of 8 year-old children both in the short and long term.

One interesting aspect of research into vocabulary learning with pictures, rather than L1 translation, is that the test results suggest that when learners use pictures they recall words well when pictures are used in the test, less so with translations alone. Similarly, when learners who memorised words using L1 translations are tested later, they do better with translation than with pictures. This is an example of transfer-appropriate processing - if you recreate the conditions of learning when you test someone, they will have better recall. The way we learn something affects the way we retrieve it.

4. Possible limitations of pictures

Let us address some possible objections to using pictures.

1.       Some pictures are ambiguous; translations are clearer.

2.       Why not just use an L1 word instead of a picture? The L1 is in students’ minds anyway, so we          should not shy away from using it.

3.       Pictures may place too much demand on memory. Why not use written words to support          listening as much as possible?

4.       Showing words develops literacy in both L1 and L2. Students with poor L1 literacy benefit from   seeing L1 as well as L2. Why deprive them of this opportunity?

5.       Showing words enables students to see morphological patterns in both languages.

6.       Images are more useful for concrete words than abstract.

Let me look at the above points in turn.

 

1. Some pictures certainly are more useful for some concepts than others.

2. One thing to mention here is the power that pictures have to draw students’ attention in the classroom. Most of the information we receive and store is via what we see. It is as if we are hard-wired to pay attention to visual images, especially ones which interest us in a particular way. For example, they may amuse or surprise us. What will attract a student’s attention more, a word or an image?

3. It is true that the written word scaffolds listening, so this needs to weighed up against the attractiveness of the visual image.

4. This may be particularly relevant to students with poor literacy. In addition, EAL students benefit from the seeing the L1.

5.  Again, this advantage needs to be compared with attention-drawing, memorable nature of images.

6.  It may be wise not to use pictures at all costs, just with the goal of avoiding L1 use. There is enough research evidence to support L1 use for us not to be doctrinaire about this area. The issue of concrete versus abstract words is significant. A study by Repetto, Pedroli and Macedonia (2017) found that the use of gestures was more effective than pictures.

5.  Other motivational issues

First, pictures can provide useful cultural input, especially now when it is easier to access a wide range of freely available, copyright-free photographs (e.g. from pixabay.com and freepik,.com). Like video, they can bring hitherto inaccessible glimpses of L2 culture into the classroom. We shouldn't underestimate the importance of this. Getting students interested in the L2 culture helps motivate them and culture is a fairly unique aspect of the role of languages in schools.

Pictures, whether they are badly drawn by teachers, or just attractive to the eye, can raise interest and, as mentioned above, draw attention. In the classroom, I always felt that when I had a picture or picture sequence to use with classes, their attention was enhanced. (In the new edition of the book we explain how a picture sequence is used to generate input, output and recycling using all the four skills of listening, speaking, reading and writing.)

Pictures can provide the basis for creative language work which can stimulate students' interest (see below). Teachers using CI/TPRS methods often use pictures in activities they call 'Picture Talk'. The pictures allow students to hear, see and re-use language patterns over and over.

Finally, from a very pragmatic point of view, since picture cards are a significant part of some exams (e.g. GCSE), it is important for students to have practice talking about them.

6. A word about research

I mentioned above that research in this area is scant. In addition, the studies have tended to be based on learning individual items of vocabulary. This is understandable since such 'laboratory studies'. as researchers call them, can be tightly controlled, with other variable being eliminated from the equation. Now, there may be something in the power of images to aid retention for words, but short and longer term vocab recall is only one small factor in language learning. We should be cautious in interpreting small scale studies of vocabulary retention.

What about the possible motivational and attention-drawing effects of pictures? These are much harder to evaluate and even if students and teachers reported that they enjoyed using pictures, this would constitute shaky research evidence for their effectiveness. We also know that classes can make excellent progress without using pictures (I'm thinking of the pupils at Michaela Community School who, when I observed them barely used pictures at all at KS3.)

6. Conclusion

Research provides some theoretical justification for using pictures, but relatively little actual research evidence. Since visual images do allow you to teach new words and phrases, engage in input/output based language work and provide cultural insights, I  continue to believe that they are a very useful tool in your toolkit.

 7. An example activity

Using this picture from pixabay.com you can have a good lesson with intermediate or advanced level students. Pictures like this, which suggest a back story, allow you to develop a lesson with lost of comprehensible input and interaction, while giving students some independence in choosing where the story goes.

I would run it like this:

Ask questions about what the class can see. Elicit answers and note any new language on the board. Keep re-using the same language patterns. Now, the more interesting bit. The questions you ask will depend on what the students come back with, since they are leading the story with your help. Stress to students that there are no right answers - the story is up to them.

Some possible questions:

What is his name? How old is he? Where does he live?  What is his job? What does he look like? What is he wearing?

What is he looking at? Is he walking or running? Why is he running?

What emotion is he expressing? Why is he scared? What is he running from?

What happened before this? What will happen next?

Once you have established the story (note how you can use past and future time frames). You can recap it, then use it for further practice. For example, you could retell it, as students take notes. Or students could write up the story from notes they have taken during the lesson. Really gifted classes could write their own alternative version of the story.

I have not listed the research references this time, but they are easy to locate with my references in the text.