The picture word inductive model and vocabulary learning

Abstract

As a basis for communication, vocabulary is an essential part of learning a second language. People who lack sufficient vocabulary in a language lack the ability to express themselves. For this reason, this study aimed to determine the influence of the Picture Word Inductive Model (PWIM) on the vocabulary learning of students in the fifth grade at Unidad Educativa "Luis Felipe Borja." A pre-experimental, onegroup pretest-posttest design with a quantitative approach was used for this study, involving 20 students, 10 females and 10 males, with an age range of 8 to 10 years old. The instrument used for this research was A1 Movers, taken from the Cambridge English YLE (Young Learners Exams). The questions were taken from the reading and writing papers, parts 1, 3, 4, and 6, with 21 questions in total. Six interventions were conducted over a five-week period, introducing new vocabulary words through visual association. Additionally, the Communicative Language Teaching (CLT) approach was used in each lesson plan, in which students participated in various PWIM activities, such as word-picture, labeling, word sorting, and Pictionary, among others, to teach new vocabulary words. The Statistical Package for the Social Sciences (SPSS) was used to compare the results obtained and analyze the hypothesis through a nonparametric test related to the Wilcoxon test. The results showed that the use of the Picture Word Inductive Model improved students' vocabulary performance, which confirmed the acceptance of the alternative hypothesis. In fact, it corroborated that the PWIM was effective in enhancing vocabulary learning because the visual association appears to positively impact students' understanding and retention of new vocabulary, indicating its potential as a valuable instructional approach for educators.