Students' perception on the use of t=
he
visual learning aid: wh-word hand in the EFL classroom.
Elsa
de los Ángeles Hernández Chérrez
Abstract.
This
study aims to investigate students´ perceptions on the use of the visual
learning aid: wh-word hand as a visual tool for enhancing students content
learning, class participation and understanding. To achieve the aim of the
study, the mixed-method approach was used to collect the required data with=
the
help of 91 students from the A1 and A2 levels of English at the Languages
Center - Universidad Técnica de Ambato, Ecuador=
. All
the participants completed an online survey and the data gathered was tabul=
ated
and interpreted descriptively. The findings show various results from the
questionnaire answered by students under these 4 headings: perceived ease of
use, perceived usefulness, perceived attitude towards usage, and perceived
intentional behavior to use. The analysis of the data indicated that the majority of students had
positive perceptions on the use of wh-question word=
hand
as a visual learning aid in the EFL classroom.
Keywords: Active Learn=
ing,
Cognitive Process, Interaction, Questioning Visual Learning Aids.
Resumen.
Este estudio tiene como objet=
ivo
investigar las percepciones de los estudiantes sobre el uso de la ayuda vis=
ual:
wh-word
hand como=
una
herramienta visual para mejorar el aprendizaje del contenido, participación=
y
comprensión de clase. Para lograr el objetivo del estudio, se utilizó el
enfoque de método mixto para recopilar los datos requeridos con la colabora=
ción
de 91 estudiantes de los niveles A1 y A2 de inglés en el Centro de Idiomas -
Universidad Técnica de Ambato, Ecuador. Todos los participantes completaron=
una
encuesta en línea y la información recopilada se tabuló e interpretó
descriptivamente. Los hallazgos muestran varios resultados del cuestionario=
contestado
por los estudiantes bajo estos 4 títulos: facilidad de uso percibida, utili=
dad
percibida, actitud percibida hacia el uso y comportamiento intencional de u=
sar percibido.
El análisis de los datos indicó que la mayoría de los estudiantes tenía una
percepción positiva del uso de wh-question word hand como una ay=
uda
visual de aprendizaje en el aula de EFL.
Palabras
Claves:
Aprendizaje
Activo, Proceso Cognitivo, Interacción, Ayudas Visuales de Aprendizaje para
Formular Preguntas
<= o:p>
Teaching English in a country where its population learn it as a Fore=
ign
Language, has turned to be an issue of major concern for English teachers in
Ecuador. Although, English has long been taught in all educational settings=
: kindergarten,
elementary school, high school and higher education and English teachers wo=
rk
hard to meet students real needs, it is quite difficult to meet students´
learning styles. Therefore, langua=
ge
teachers usually use visual materials in their lessons to try to make teach=
ing
more effective. Studies have concluded that students can learn abstract or
difficult concepts easily through the use of visual aids such as images,
pictures, drawings, colors, among others. According to Merriam-Webster Dict=
ionary,
a visual aid is a teac=
hing
device that makes language easier to understand. Talking about students who start learnin=
g a
foreign language, they encounter various difficulties during the teaching a=
nd
learning process. For instance, teachers who have been working with students
from A1 and A2 English levels for a long time claim that these groups of
students struggle making and answering Wh quest=
ions. Consequently,
students do not take an active participation neither in class, nor in readi=
ng
or pair work discussion activities. Simply, they do not actually know how <=
span
class=3DSpellE>wh-question words work and how to formulate a Wh question.
Therefore, it is important to focus the teaching process on students
learning styles and present content using visual elements like graphs, imag=
es,
pictures or drawings to foster learning. This way, students who are visual
learners are able to recall information more easily. In addition, visual aids can be used to make the learning
experience more real, more accurate and more active. Implementing visual learning aids on teaching has proved to achieve =
effective
learning outcomes. For instance, McDaniel,=
M.
A., & Einstein, G. O., (1986) say visuals can transform abstract and difficult
concepts into more tangible and welcoming ones, as well as permit that lear=
ning
becomes much more effective and long lasting. Kouyoumdjian,
(2012) states in his web site that the brain takes some more time to
retain words, whereas visuals are concrete and easier to remember.
Thus, educators
are meant to use visual aids such as photos, illustrations, icons, symbols,
sketches, figures, concept maps and wh question=
cue
cards, among others. West, M (2011)=
said
in her 8-minute talk that schools concluded that 50 or 60% of students who =
were
tested as picture thinkers have average to below average learning.
Hence, students usually have a hard time=
remembering
words by repetition and they cannot recall words easily. However, students
start learning and understanding the meaning from those words if teachers g=
ive
them the opportunity to see learning through visual aids. She also added that students start maki=
ng associations
if they actually see what to associate. Ko=
uyoumdjian,
(2012) highlights the great benefits of learning through visuals, its
use can facilitate learning in a shorter time, improve comprehension, enhan=
ce
retrieval, and increase retention. The implementation of visual materials m=
akes
teaching much clearer and it also helps
students retain more information. Carney, R. N., Levin, M. E., &
Levin, J. R. , (1993).
The objective =
of this
study is to examine A1 English learners perceptions with regard to the use=
of
visual aids in the EFL classroom. More specifically, the study addresses the
following research questions:
1) What
is the students perceptions on implementing visual aids in English teachin=
g?
2) żAre
there any significant differences in learners perceptions with the
implementation of wh-question hand visual aid=
?
3) żAre
there any significant differences between the learners and their teachers
perceptions on the implementation of visual aids?
To find answers to these questions, we used data collected from class observations where we used an observation checklist, interviews and an online survey wit= h a qualitative ethnographic approach which allows for description, theory-buil= ding and comparison. Chaudron, (1988). <= o:p>
Visual Learning.
There are
different learning styles in which students receive information. Three of t=
he
most popular ones are visual, auditory, and kinesthetic. In order to help
students learn, teachers need to teach as many of these preferences as poss=
ible
and incorporate activities for all these learning styles in their curriculum
activities so that students are able to succeed in their classes.
Visual learners
learn visually by means of charts, graphs, and pictures. Auditory learners
learn by listening to lectures and reading. Kinesthetic learners learn by
doing. Celcia-Murcia (2001) defines learning st=
yles
as the general approaches, for example, global or analytic, auditory or vis=
ual,
that students use in acquiring a new language or in learning any other subj=
ect.
It is a well-known fact
that visual materials are a great help in stimulating and facilitating the
learning of a foreign language. Visual
learners think in pictures and learn best in visual images. They depend on =
the
instructors or facilitators non-verbal cues such as body language to help
with understanding. Sometimes, visual learners favor sitting in the front of
the classroom. They also take descriptive notes over the material being
presented (Abbas, 2012).
According to Jamal (201=
6),
visual learning also helps students to develop visual thinking, which is a
learning style whereby the learner comes to understand better and retain
information better by associating ideas, words and concepts with images. Research tells us that the majority of students in=
a
regular classroom need to see information in order to learn it. Some common
visual learning strategies include creating graphic organizers, diagramming,
mind mapping, outlining and more. In th=
is
way students see how ideas are connected and realize how information can be
grouped and organized (Abbas, 2012).
Various studies report =
that
75% of all information processed by the brain is derived from visual format=
s.
Furthermore, visual information is mapped better in students minds (Willia=
ms,
2009). Based on various studies, students remember information better when =
it
is represented both visually and verbally. According to Williams (2009), ma=
ny
media and many styles of visual presentation are useful to the language
learner. That is to say, all visual materials have positive contributions to
language learning as long as they are used at the right time, in the right
place.
Dunn and Dunn
(1978), say that teachers should try to make changes in their classrooms wh=
ich
will be beneficial to every learning style. Some of these changes include r=
oom
redesign, the development of small-group techniques, and the development of
Contract Activity Packages. Redesigning the classroom involves locating
dividers that can be used to arrange the room creatively, clearing the floor
area, and incorporating student thoughts and ideas into the design of the
classroom. Small-group techniques often include a circle of knowledge in
which students sit in a circle and discuss a subject collaboratively as wel=
l as
other techniques such as team learning and brainstorming. Contract Activity
Packages are educational plans that facilitate learning by using the follow=
ing
elements: 1) clear statement of what the students
needs to learn; 2) multisensory resources (auditory, visual, tactile, kines=
thetic)
that teach the required information; 3) activities through which the
newly-mastered information can be used creatively; 4) the sharing of creati=
ve
projects within small groups of classmates; 5) at least 3 small-group
techniques; 6) a pre-test, a self-test, and a post-test.
In this study we introduce a meaningful learning strategy for the
classroom that promotes the presentation of information in a visual format
which is the wh-word hand in or=
der
to help students to better manage learning objectives and achieve academic
success.
The Ecuadorian Context.
Students from Starter A1 level at the Languages Center-Universidad <=
span
class=3DSpellE>Técnica de Ambato struggle to make questions. It is
difficult for most English learners to read or understand
spoken English. Teachers observed that students have difficulty maki=
ng or
answering Wh-questions when speaking or reading in English. Further=
more,
students do not answer teachers questions because they have difficulty
processing auditory information and they tend to ask their peers for
translation. Therefore, visual lea=
rning
may facilitate students understanding and learning. This study wanted to examine whether the use of visual learning aids=
enhances students class participation, as well as=
if it
contributes on the development of EFL
students reading comprehension and speaking skills at the Languages Center=
at Universidad
Técnica de Ambato.
The visual
learning aid called Wh-question word hand has=
been
used in this research at the Languages Center - Universidad Técnica
de Ambato. This technique has been used during the semester October
2017-February 2018 with EFL students of levels A1 and A2. The current study=
has
evaluated the use of the wh-question Word hand
visual aid from the students perception and it has the following considerations:
ˇ&nb=
sp;
The
findings of this study would also give a clearer idea of how to deal with s=
tudents
problems when asking or answering questions.
ˇ&nb=
sp;
It will
help to clarify difficult concepts, as well as motivate and enhance learnin=
g.
Furthermore, it will contribute with the solution to the problem of students
who are not table to make or answer a Wh-questi=
on.
ˇ &nb=
sp;
Lastly=
, Wh-question hand and wh=
cue
cards that were modified and adapted to Spanish speakers may
be reused in future research with other educational contexts.
Methodology.
How the visual aid wh-word hand was applied in the EFL
classroom
Once we started the new semester October 2017-.
February 2018, all students were asked to investigate the meaning and uses =
of
the following wh- question words: what, who, wh=
en,
where, why, how, how often, how old, how long and which. The second week,
students chose 10 poster board sheets in different colors and wrote one wh-=
word
on them. They drew the meaning or pasted a picture in front of the card. Th=
en,
each week students studied and practiced using two wh<=
/span>
-question words. They wrote questions on the back of the cards. Then, once a
week, they practiced asking and answering questions to each other. First, they tried looking at the cards,=
but
later, they did not need to see them.
Picture 1 Flascards:
Wh- question words
Sources: Stude=
nts´
visual materials
By: Mayuri Soria=
, A1
ESL student
Instructors presented the visual aid wh-word hand=
to
the whole class. Students drew a hand and wrote the following question elem=
ent
on each finger: 1) Wh, 2) Auxiliary, 3) Subject=
, 4)
Verb, and 5? Complement and the question mark (?). When students studied tenses like Presen=
t,
Past and Future, all students made their wh-que=
stion
hand. They practiced using this visual material for reading and speaking ta=
sks
(interviews, discussions dance table tasks). After some time, students beca=
me autonomous learners. They did not
depend on the visual aid anymore. They used their real hand and practiced q=
uestioning
each other. They put together their both hands and moved their fingers every
time they were asked to formulate a question, using the question element. S=
ome
students did it faster. For others it took some more time; but at the end of
this long process they finally learned to make questions in English.
Making and answering questions is usually omitted =
or
not practiced a lot in the EFL class because questioning is not that easy, =
but
it is worth practicing because it is one way to start communicating in a
foreign language.
Picture 2 Wh-word hand=
Sources: Students´ visual materials
By:
Silvana Bustillos A1 ESL student
Participants.
Students.
ˇ &nb=
sp;
There were a
total of 91 students, 60 female and 31 male students, all undergraduates. T=
he
students were enrolled in the academic year 2017-2018. The sample was taken
from Universidad Técnica de Ambato at the Langu=
ages
Center. Students were enrolled in different faculties such as: Food
engineering, Mechanical Engineering, Human Sciences and Education, Law, Eco=
nomics,
and Administration.
Instructors.
ˇ &nb=
sp;
The instructors sample included 2=
English
teachers who work at Languages Center. One teacher taught A1 English level
(Starter) and the other teacher taught A2 English level (Elementary). Their=
age
was between 40-45 years and their teaching experience at Higher Education
ranged from 15- to 18 years. One of the two professors has a PhD degree and=
the
other is a Master holder in English Language Teaching.
The questionnaire.
The questionna=
ire
used in this study was a modified version of the one used by the authors
To ensure the
appropriateness and comprehensibility of the questionnaire items, the resea=
rchers
consulted three other English teachers who were teaching both Starter and
Elementary English levels. The first questionnaire for the students was wri=
tten
in English and later piloted; but there were some problems about the new te=
rms.
So, it was modified and written on students native language (Spanish) to
ensure they understood all the items.
As shown in Ta=
ble
1, there are five items measured in accordance to the current study research
model. The measured items include: perceived ease of use (1 item), perceived
usefulness (2 items), attitude toward usage (1 items), and behavioral inten=
tion
to use (1 item). Wiyaka, Januarius Mujiyanto, Dwi Rukmini.(2018)<=
/span>.
Table 1. Questionnaire.
|
SECTION |
THE MEASURED ITEMS |
|
Section<=
/span> I |
Perceived Ease of U=
se |
|
I feel th=
at
it would be helpful to use the visual aid (wh-word hand) to become skillf=
ul
at making questions in English in different tenses. |
|
|
Section<=
/span> II |
Usefulness=
|
|
I feel th=
at
the visual aid (wh-word hand) would enable to develop questioning skills =
in
English |
|
|
Section<=
/span> III |
Attitude <=
span
class=3DSpellE>Toward Usage |
|
I feel th=
at
the visual aid (wh-word hand) is a great idea that could be used in the E=
FL
teaching. |
|
|
I feel th=
at
the visual aid (wh-word hand) is an attractive visual learning aid that we
can use to develop the four English skills. |
|
|
Section<=
/span> IV |
Behavioral=
Intention to Use |
|
I plan to=
use
the visual aid (wh-word hand) in the future with the next English levels.=
|
By: Research Group.
The items were
ranked on a Likert Scale
The questionna=
ire
for the English teachers was slightly different from students questionnair=
e. It
was distributed on paper to each English teacher who completed it immediate=
ly
and gave it back to the researchers to be analyzed.
Data analysis.
Results. =
The follo=
wing
results are presented in relation to the research questions and the student=
s´
on line survey from A1 (starter) and A2 (Elementary) level at the Languages
Center-Universidad Técnica de Ambato. We talked=
about
students´ perceptions of the visual aid wh-word
hand in the teaching and learning process. Then, we also explored Engli=
sh teachers
perceptions about visual aids in the EFL class. Following the results of how
the visual aid (wh-word hand) implemented was used at the Languages Center -
Universidad Técnica de Ambato.
a) Students´
perceptions of the visual aid wh-wo=
rd
hand
b) Instructors´
perceptions of the visual aid wh-wo=
rd
hand
Descriptive
statistics was used to examine data obtained in the online survey.
This study aim=
ed
to find out how students perceived ease of use, in terms of the degree of
effort they made applying the visual aid wh-word hand. The following table
presents the students responses.
Table 2.<=
/span> Section I, Perceived Ease of Use.
|
No
Item |
Strongly=
agree |
Agree |
Neutral |
Disagree=
|
Strongly=
disagree |
Total |
|
I feel th=
at
it would be helpful to use
the visual aid( wh-word hand) to become skillful at making
questions in English in different tenses. |
59 |
29 |
2 |
1 |
91 |
|
|
Total |
59 |
29 |
2 |
1 |
91 |
|
|
Percentage |
64,80% |
32,20% |
2% |
|
1% |
100% |
By: Research
Group
From the above
table we can infer that 88 out of 91 students agreed that using the visual =
aid wh-word hand is easy to use. There is only 1% of students w=
ho
perceived that the visual aid is not easy to use. From the table we can also infer that 2=
% of
the respondents answer was neutral. It is important to consider practicali=
ty
and simplicity of the visual aid, since students belong to a low English
level. The instructors or teachers=
who
worked in this study claim to have implemented new materials or ideas that =
were
free from difficulty or great effort.
Table 3. Section II, Usefulness.
|
No
Item |
Strongly=
agree |
agree |
Neutral |
Disagree=
|
Strongly=
disagree |
Total |
|
I feel th=
at
the visual aid ( wh-word hand) would ennable to develop questionnin=
g
skill in English. |
57 |
28 |
5 |
1 |
91 |
|
|
Total |
5700,00% |
2800,00% |
500% |
100% |
9100% |
|
|
Percentage |
62.6% |
30.8% |
5,60% |
|
1% |
100% |
By:
Research Group.
It is clear fr=
om
the table above that 85 students perceived that the visual wh-word hand is useful to develop questioning skills in English=
. 1%
of respondents thought that this visual aid would not be useful to develop =
questioning
skills. Only 5,6% of students could not decide between
agreeing and disagreeing that the visual aid could help to improve
making questions in English. In other words, students will use the visual a=
id
when it is useful for their everyday learning.
Table 4. Section III, Attitude Toward Usage.
|
No
Item |
Strongly=
agree |
agree |
Neutral |
Disagree=
|
Strongly=
disagree |
Total |
|
I feel th=
at the visual aid (wh-word hand) is a great idea th=
at
could be used in the EFL teaching. |
61 |
26 |
3 |
1 |
91 |
|
|
Total |
6100,00% |
2600,00% |
300% |
100% |
9100% |
|
|
Percentage |
67% |
28.5% |
3.5% |
|
1% |
100% |
By:
Research Group
87 out of 91 of
students have a positive attitude towards the usage of the visual aid (wh-w=
ord
hand) while 3,5% do not have ideas about it and 1% have a negative attitude=
of
using it in their classroom.
Table =
5. Section III, Attitude Toward Usage
|
No
Item |
Strongly=
agree |
agree |
Neutral |
Disagree=
|
Strongly=
disagree |
Total |
|
I feel th=
at
the visual aid ( wh-word hand) is an attractiv=
e visual learning aid that we can use to
develop the four english skills. |
50 |
36 |
2 |
3 |
91 |
|
|
Total |
50 |
36 |
2 |
3 |
91 |
|
|
Percentage |
54,90% |
39,60% |
2% |
|
3,50% |
100% |
By:<=
/b>
Research Group
It can be
identified from the table that 86 out of 91 students have a positive attitu=
de
towards the usage of the visual learning aid to develop the 4 English skill=
s.
Three participants have a negative attitude and 2 were not sure about the
answer. Students attitude is important because it guides future use of the
visual material in the EFL classroom.
Table =
6. Section IV, Behavioral Intention to Use=
|
No
Item |
Strongly=
agree |
agree |
Neutral |
Disagree=
|
Strongly=
disagree |
Total |
|
I plan to=
use
the visual aid (wh-word hand) in the future in the next english
levels. |
51 |
27 |
11 |
2 |
91 |
|
|
Total |
5100,00% |
2700,00% |
1100% |
200% |
9100% |
|
|
Percentage |
55,90% |
30% |
12,10% |
|
2% |
100% |
By:
Research Group
It can be infe=
rred
from the table that 85,9% of the students who strongly agree and those in the group of agree plan to use the visual aid wh-word hand in the next English levels, while 12.1% have not
decided yet, and 2% do not intend to use this visual aid.
Conclusions.
The findings h=
ave
demonstrated that students´ perceptions towards using the visual aid wh-word hand in their EFL classroo=
m was
positive. The result of the survey can be summarized as follows:
1) The results
indicate positive perception on the ease of use of visual aids. 88% of stud=
ents
perceived that the material used to learn how to make questions was effecti=
ve
and enabled them to develop questioning skills in English. There is only 1%=
of
the students who found this visual aid quite difficult to use. This shows t=
he
visual material used can facilitate learning and better understanding
a=
) Low achievers perceptions about =
the
visual aid (wh-word question)
The survey results show that students had a positi=
ve
perception of the material used in the class. Students who could not
understand, write and answer questions perceived this material as useful to
develop questioning skills, as well as the four English skills. They also
expressed their willingness to use this visual material within the next Eng=
lish
levels because this learning aid facilitates better understanding and foster
their learning.
Teachers observed that their students enjoyed look=
ing
at the visual wh-word hand and =
also used
it to learn how to make question.
Furthermore, with the visual aid, low achievers were motivated and t=
ook
shorter time to write questions to be used in peer discussion, reading less=
ons,
or in two line-talking activities. They felt happy because they learned and
challenged themselves to go beyond. At the beginning they were dependent on
this material but later on, they behaved as autonomous learners. They did n=
ot need
to use the visual aid anymore, they just looked at every finger from their
right hand to remember how to make questions. They actually made questions =
in
present, past, and even in future. These
students appreciated having this great visual learning aid in their learning
process. Finally, 78% of the students said that they would like to keep usi=
ng
this technique in their classes within the next English levels.
b=
) English Teachers´ perceptions abo=
ut
the visual aid ( wh-word hand )
The English teachers involved in this study carried
out at the Languages Center -Universidad Técnica de
Ambato, perceived applying visual aids as something truly important. It was
also interesting to see students reactions when using highlighters, colored
pencils, graphics and drawings. All the process motivated students to fulfi=
ll complex
tasks such as: reading and answering questions, identifying main ideas in a
text, finding the meaning of new words in a text passage, summarizing
information in a mind map, among others. In Addition, students kept focused=
on
the task and answered questions without difficulty. They highlighted the auxiliary with different colored p=
encil
and they knew immediately the tense they had to use to answer the given
questions. What is notable is that English teachers perceived that at the
beginning it took some time for students to learn wh-words. They started qu=
estioning
every week with one different Wh-word. They used the Wh-word in different
contexts. After the midterm examination, students learned to use these wh-question words: what, who, when, where, why, how, =
how
often, how old, how long and which. English teachers did not have to transl=
ate
the wh-word every time students found one of this in a reading task. At the end, students had a better under=
standing
in pair work discussion, they were able to ask and answer questions without
writing them down or looking at the visual aid.
On the whole, visual aids were found beneficial in=
the
EFL classroom. Also, the on-line survey, and interviews confirmed that A1 a=
nd
A2 learners benefited from this tool since language learners need to be goo=
d at
questioning from the beginning of their learning process.
References.
ˇ
Gilakjani, A. P. (201=
1).
Visual, auditory, kinaesthetic learning styles and their impacts on English
language teaching. Journal of
Studies in Education, 2(1), 104-113.
ˇ =
Carney, R. N., Levin,=
M.
E., & Levin, J. R. , (1993) Mnemonic strategies: Instructional techniqu=
es
worth remembering. Teaching Except. Child, 25(4): 2430.
ˇ&nb=
sp;
Celce-Marcia, M. (200=
1).
Teaching English as a second or foreign language, (3rd ed.). Dewey
Publishing Services: NY.
ˇ
Chaudron, C. (1988). Second Language Classrooms: Resea=
rch
on Teaching and Learning. New York: Cambridge university Press.
ˇ =
Dunn,
R., & Dunn, K. (1978). Teaching
Students through their Individual Learning Styles. A Practical Approach.
Prentice Hall, Reston, VA., ISBN: 10: 0879098082, 336.
ˇ
Raiyn, J. (2016). The
Role of Visual Learning in Improving Students' High-Order Thinking
Skills. Journal of Education a=
nd
Practice, 7(24), 115-121.
ˇ &nb=
sp;
Kouyoumdjian, H. (2012). Learning Through Visuals. Obtenido de Psych=
ology
today: https:www.psychologytoday.com/blog/get-psyched/201207/learning-t=
hrough-visuals
ˇ&nb=
sp;
McDaniel, M. A., & Einstein, G. O. (1986). Bizarre
imagery as an effective memory aid: The importance of distinctiveness. Journal of Experimental Psychology:
Learning, Memory, and Cognition, 12(1), 54-65.
ˇ
Williams, R, (2009). Vi=
sual
Learning Theory. http: //www.aweoregon.org/research_theory.html.
ˇ &nb=
sp;
Wiyaka, Januarius Mujiyanto, Dwi Rukmini.,. (2018). St=
udents
Perception on the Usefulness of ICT-Based Language Program . . <=
span
lang=3DES-EC style=3D'font-size:12.0pt;line-height:115%;font-family:"Times =
New Roman",serif;
mso-no-proof:yes'>Obtenido de
http://www.ccsenet.org/journal/index.php/elt/article/view/72882
ˇ
Zahedi, Y., & Abdi,=
M.
(2012). The impact of imagery strategy on EFL learners vocabulary learning=
. Procedia-Social
and Behavioral Sciences, 69, 2264-2272.
ˇ
Web Ce=
nter
for Social Research Methods, (2017). Descriptive
Statistics. https://www.socialresearchmethods.net/kb/statdesc.php
ˇ =
TED. (2011). Melanie West: Visual and auditory
learning-how to teach it (video file). Retrieved from
https://www.youtube.com/watch?v=3DKyAaxHvUGog
Para citar el artículo
indexado.
Hernández=
E.
& Galora N., (2018). Students´ perceptions of visual =
aids
in the EFL classroom. Revista
electrónica Ciencia Digital 2(1), 458-472. Recu=
perado
desde: http://www.cienciadigital.org/revistascienc=
iadigital2/index.php/CienciaDigital/article/view/31/31
El
artículo que se publica es de exclusiva responsabilidad de los autores y no
necesariamente reflejan el pensamiento de la Revista Ciencia Digital.
El articulo queda en propiedad de la revist=
a y,
por tanto, su publicación parcial y/o total en otro medio tiene que ser
autorizado por el director de la R=
evista
Ciencia Digital.
[1] =
Universidad Técnica de Ambato,
Centro de Idiomas, Ambato, Ecuador, eda.hernandez@uta.edu.=
ec
[2]
Universidad Técnica de Ambato, Centro de Idiomas, Ambato, Ecuador,
www.cienciadigital.org Vol. 2, N°1, p. 45=
8-472,
enero - marzo, 2018