VOlUME 06 ISSUE 08 AUGUST 2023
1La Thach Pho, 2Nguyen Huynh Trang
1Tra Vinh University
2School of Foreign Languages, University of Economics Ho Chi Minh City. 59C Nguyen Dinh Chieu, District 3, Ho Chi Minh City
DOI : https://doi.org/10.47191/ijsshr/v6-i8-07Google Scholar Download Pdf
ABSTRACT
Infographics have become more common in education as a way to graphically convey complex information. They offer a visually appealing structure that facilitates comprehension and retention, particularly for language acquisition. This study examines the impact of infographics in grammar courses on grammar retention as well as the attitudes of first-year non-English majors toward using infographics in grammar lessons. Freshmen at Mekong Delta University taking General English classes at the beginning of their first semester made up the participants. The goal of the study is to determine whether infographics assist students in remembering grammar and what they think of it. It emphasizes remembering five English tenses. As part of a quantitative research methodology using a quasi-experimental design, participants were split into two groups: an experimental group (EG) that received instruction via infographics and a CG that received traditional schooling. The study used a pre-test, post-test, delayed post-test, and a questionnaire to assess attitudes and retention. The findings suggest that including infographics into English language training can enhance students' perspectives on the subject and their memory of grammar. Teachers should consider the attitudes of their students while developing foreign language teaching materials and techniques.
KEYWORDS:Infographics, Infographic-based teaching, grammar retention, tenses, attitudes, Vietnamese EFL students
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