Abstract
Drawing on a widely known adage - ‘a picture is worth a thousand words’-, the current study attempts to explore the potential of a visual timelines-based technique for enhancing Saudi EFL learners’ understanding of tenses in English. A quasi-experimental design was employed, involving forty-two male Saudi undergraduate EFL students, with 20 in the experimental group and 22 in the control group. Both groups underwent pre- and post-tests to assess their performance, while the experimental group also completed a questionnaire. The study findings indicate that the use of visual timelines had a positive influence on the participants’ understanding of English grammar tenses. The technique was found to be effective in providing clear information and directions, demonstrating the connections between tense forms and time references, saving learners’ time and effort, and boosting their motivation. The study concludes with recommendations based on the findings and suggests further research addressing the study’s limitations.
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