Utilizing student-generated pictures for formative vocabulary instruction

Abstract

Contemporary vocabulary learning strategies focus on the learner. This may overlook the effect good classroom instruction, such as formative feedback, can have on acquisition. Formative feedback is strongly correlated with positive learning outcomes because it provides explicit information the learner can use to move beyond what is known and towards a learning goal. Drawing pictures of target vocabulary is one activity that supports vocabulary acquisition while also promoting more formative feedback. Research indicates that the drawing of pictures can deepen understanding and improve recall. Furthermore, students’ illustrations also facilitate the delivery of more specific feedback than more conventional vocabulary acquisition strategies, provided teachers use them effectively. This activity aids less proficient university students by facilitating better feedback and deepening existing vocabulary knowledge and improving recall.