Enhancing Efl Learners’ Vocabulary Learning Through The Use Of Visual Aids The Case Of First Year Pupils At Abderrahmane Kahouadji Middle School, Algiers

Résumé: Abstract This study aims to examine the effect of using visual aids on enhancing EFL learner’s vocabulary learning. To achieve this goal, forty (40) pupils of first year middle school students (20 pupils for the experimental group and 20 pupils for the control group) were chosen from the population of Abderrahmene Kahouadji Middle School in Algiers as participants of this study. An experimental group and a control group were formed from the selected sample. To test our hypothesis, we used a quasi-experimental design to manipulate the effect of the independent variable "using visual aids" on the dependent variable "enhancing EFL learner’s vocabulary learning.". Firstly, both groups were given a pre-test to check the students' prior knowledge of vocabulary. Then, each group has received treatment as the experiment procedure requires but with different teaching techniques, i.e., the experimental group was taught through using visual aids whereas the control group was taught without using visual aids. After the treatment period, both groups were given a post-test. Based on the analysis of the t-test, we discovered that visual aids have a positive effect on the enhancement of vocabulary learning regarding the pupils’ best performance in the post test, i.e., after treatment. Furthermore, we discovered a significant difference between the two groups since the control group did not show the same improvement as the experimental group. So, we can validate our hypothesis and conclude that visual aids enhance EFL learner’s vocabulary learning because it increases their memorization, acquisition, and comprehension.

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