What Types of Illustrations are Effective in Intentional Vocabulary Learning? Simple or Complex? Clear or Unclear?

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Bibliographic Details
Title:	What Types of Illustrations are Effective in Intentional Vocabulary Learning? Simple or Complex? Clear or Unclear?
Authors:	Ide, Satoshi¹ s2320051@u.tsukuba.ac.jp, Yanagisawa, Akifumi¹ yanagisawa.akifum.ft@u.tsukuba.ac.jp
Source:	TESL-EJ. May2026, Vol. 30 Issue 1, p1-25. 25p.
Subject Terms:	Visual aids, Memorization, Teaching aids, Second language acquisition, Illustration (Art)
Abstract:	Visual aids are commonly used in language learning; however, empirical evidence on their benefits for vocabulary learning is mixed. As the effectiveness of illustrations could depend on their characteristics, the impact of different illustration features (e.g., clarity and complexity--simple vs. detailed images) as well as other potential moderating factors on intentional vocabulary learning was assessed in this study. Two experiments were conducted for this purpose, respectively adopting vocabulary lists and flashcards. In both experiments, Japanese EFL university students learned unfamiliar words in one of three conditions--noillustration, simple illustrations, or complex illustrations--and their learning was assessed via pretests, immediate posttests, and delayed posttests. The results showed that while no significant effects of illustrations were found for list learning, with flashcards, the effects of illustrations were moderated by word concreteness. Specifically, both simple and complex illustrations facilitated the learning of concrete words, whereas simple illustrations hindered the learning of abstract words. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	Visual aids are commonly used in language learning; however, empirical evidence on their benefits for vocabulary learning is mixed. As the effectiveness of illustrations could depend on their characteristics, the impact of different illustration features (e.g., clarity and complexity--simple vs. detailed images) as well as other potential moderating factors on intentional vocabulary learning was assessed in this study. Two experiments were conducted for this purpose, respectively adopting vocabulary lists and flashcards. In both experiments, Japanese EFL university students learned unfamiliar words in one of three conditions--noillustration, simple illustrations, or complex illustrations--and their learning was assessed via pretests, immediate posttests, and delayed posttests. The results showed that while no significant effects of illustrations were found for list learning, with flashcards, the effects of illustrations were moderated by word concreteness. Specifically, both simple and complex illustrations facilitated the learning of concrete words, whereas simple illustrations hindered the learning of abstract words. [ABSTRACT FROM AUTHOR]
ISSN:	10724303
DOI:	10.55593/ej.30117a5