Using Visual Vocabulary App as a Metacognitive Strategy in EFL Learning: A Case of Pre-Service Teachers

Abstract

This study examined the effectiveness of using the Visual Vocabulary app as a metacognitive strategy for learning English as a Foreign Language (EFL) vocabulary. The participants included 42 EFL pre-service teachers aged 18 - 25 years old, who had an A1+ Common European Framework of References (CEFR) proficiency level and were enrolled in the second semester of an English program at a private university in Loja, Ecuador. These students were divided into experimental (20) and control group (22) by using purposeful sampling. Additionally, two teachers, who were in charge of planning and applying the activities in the classroom, participated in this study. A quasi-experimental approach was used, in which pre and post-tests, questionnaires and teacher’s interviews were applied to the participants. In the experimental group, students employed the Visual Vocabulary app as a didactic resource twice a week to increase their lexical knowledge, which allowed them to have control over their own thinking and decisions related to the development of learning activities. As for the control group, they received the same time of instruction but they did not use the app in their classes; instead, they worked on regular classroom activities. The results indicate that the Visual Vocabulary app was effective as a metacognitive strategy to enhance EFL vocabulary learning, and students showed a positive attitude towards the use of this tool. Furthermore, this app was a motivating tool for vocabulary learning, being useful for providing immediate feedback and helping students build their confidence to develop their language skills. https://doi.org/10.26803/ijlter.18.12.17