ENGLISH-MAJOR STUDENTS’ PERCEPTIONS AT NAM CAN THO UNIVERSITY REGARDING THE USE OF INFOGRAPHICS TO IMPROVE ENGLISH VOCABULARY LEARNING
| Dublin Core | PKP Metadata Items | Metadata for this Document | |
| 1. | Title | Title of document | ENGLISH-MAJOR STUDENTS’ PERCEPTIONS AT NAM CAN THO UNIVERSITY REGARDING THE USE OF INFOGRAPHICS TO IMPROVE ENGLISH VOCABULARY LEARNING |
| 2. | Creator | Author's name, affiliation, country | Lam Ky Nhan; Nam Can Tho University, Cantho, Vietnam |
| 2. | Creator | Author's name, affiliation, country | Luong Vo Nhat Quang; Nam Can Tho University, Cantho, Vietnam |
| 3. | Subject | Discipline(s) | |
| 3. | Subject | Keyword(s) | infographics, vocabulary learning, English majors, EFL, learner perceptions |
| 4. | Description | Abstract | The present study investigates English-major students at Nam Can Tho University’s perceptions on using infographics for improving English vocabulary. Through a mixed-method study that included the use of quantitative data from questionnaires (N = 213) and the collection of qualitative information from semi-structured interviews. The study was designed to identify the benefits and challenges of infographics for vocabulary learning from the learners’ viewpoint. The results addressed the use of infographics as very useful by students in terms of perceived usefulness, engagement and motivation, visual appeal, learning preference, and challenges. Infographics provided an opportunity for dual coding and multimodal processing, which supported learners in making links between visual and text information. In addition, student-created infographics inspired creativity, ownership, and collaboration, and all these factors generated a deeper understanding through social and cognitive connective processes. The research also noted positive emotional effects from infographics. These findings advocate that infographics can be used as successful and learner-friendly tools in EFL vocabulary teaching in the Vietnamese tertiary education system, where digital literacy and learner autonomy are encouraged.
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| 5. | Publisher | Organizing agency, location | Open Access Publishing Group |
| 6. | Contributor | Sponsor(s) | |
| 7. | Date | (YYYY-MM-DD) | 2025-06-18 |
| 8. | Type | Status & genre | Peer-reviewed Article |
| 8. | Type | Type | |
| 9. | Format | File format | |
| 10. | Identifier | Uniform Resource Identifier | https://oapub.org/edu/index.php/ejfl/article/view/6073 |
| 10. | Identifier | Digital Object Identifier (DOI) | http://dx.doi.org/10.46827/ejfl.v9i3.6073 |
| 11. | Source | Title; vol., no. (year) | European Journal of Foreign Language Teaching; Vol 9, No 3 (2025) |
| 12. | Language | English=en | en |
| 13. | Relation | Supp. Files | |
| 14. | Coverage | Geo-spatial location, chronological period, research sample (gender, age, etc.) | |
| 15. | Rights | Copyright and permissions |
Copyright (c) 2025 European Journal of Foreign Language Teaching |