Visual Aids in English Vocabulary Learning: an Intervention Proposal Among A2 Students’ Level in a High School in Loja City

This study aims to determine the effectiveness of visual material in enhancing English vocabulary learning among A2-level students in a secondary school in the city of Loja. The study focused on how the application of visual tools, such as flashcards, posters, videos, and infographics, can improve vocabulary retention and use in the language learning process. The intervention was based on a series of vocabulary lessons designed with a strong emphasis on visual support, to facilitate comprehension and memorization. A mixed-methods approach was employed, combining quantitative and qualitative data. Instruments included a pre-test and post-test to measure vocabulary acquisition before and after the intervention, classroom observation to monitor student engagement, and a student questionnaire to collect feedback on visual aids in the learning process. Data were analyzed using descriptive and inferential statistics to assess the effectiveness of the intervention. The results showed a significant improvement in students’ vocabulary performance, with better retention and use of target words compared to traditional teaching methods. Furthermore, qualitative data revealed that students perceived them as highly beneficial to their learning experience, increasing motivation and class participation. In conclusion, the study demonstrates that visual aids are useful in supporting vocabulary acquisition for A2-level students. The findings suggest that visual tools should be incorporated more widely into language teaching strategies to improve learning outcomes and student engagement.