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Visual - Spatial Learning To Enhance Teaching Vocabulary
Aprendizaje Visual - Espacial para Mejorar el Vocabulario Docente
Ismenia Marina Salazar Pico
1
Karina Luzdelia Mendoza Bravo
2
(1) Universidad Técnica de Manabí, Facultad de Filosofía, Letras y Ciencias de la Educación,
Portoviejo – Ecuador, Correo: isalazar9881@utm.edu.ec, Código Orcid:
https://orcid.org/0009-0002-1665-6373
(2) Universidad Técnica de Manabí, Facultad de Filosofía, Letras y Ciencias de la Educación,
Portoviejo – Ecuador, Correo: karina.mendoza@utm.edu.ec, Código Orcid:
https://orcid.org/0000-0002-0019-3020 Contact: isalazar9881@utm.edu.ec
Recibido: 22-02-2024 Aprobado:19-04-2024
Abstract
Visual-spatial learning of students is a key factor in ensuring students' success in learning a second
language. Different research papers show that the way vocabulary words are taught can significantly
improve students' knowledge, skill development, attitudes, and performance in learning a second
language while other research papers reveled that visual-spatial learning positively influenced on
vocabulary learning. The current article is based on the problem: how visual-spatial learning can
improve vocabulary knowledge through English as a second language lessons with the aid of various
kinds of teaching media? A longitudinal study was conducted with fifth-grade students of Eugenio
Espejo School in which the above-mentioned teaching media were used to teach English vocabulary
words. Vocabulary development of students was compared in two different moments, at the beginning
and at the end of a twelve-week period by means of the vocabulary knowledge scale (VKS). 46 fifth-
grade students were randomly taken as a sample. Different research methods were used such as
literature review and surveys as well as mathematical-statistical procedures to gather, organize and
presentation of dataset by means of tables. The data were gathered and process by means of a
quantitative questionnaire. The statistical analyses showed that taking the advantages of student visual-
spatial intelligent and learning style by means of various kinds of teaching media such as: pictures,
concept maps, maps, drawing and video can improve student vocabulary knowledge.
Keywords: learning; English; visual-spatial; vocabulary.
Resumen
El aprendizaje visual-espacial de los estudiantes es un elemento fundamental para mejorar los resultados
en el aprendizaje de una segunda lengua. Diferentes investigaciones muestran que las vías utilizadas
para la enseñanza del vocabulario influyen significativamente en el conocimiento, el desarrollo de
Revista Sinapsis. ISSN 1390 – 9770
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habilidades, las actitudes y los resultados en el aprendizaje de una segunda lengua mientras que otras
investigaciones revelan que el aprendizaje visual-espacial influye positivamente en el aprendizaje del
vocabulario. El objetivo del presente artículo fue: ¿Cómo el aprendizaje visual-espacial puede mejorar
el conocimiento del vocabulario a través de las clases de inglés como segunda lengua, con la ayuda de
diferentes medios de enseñanza? Se realizó un estudio longitudinal con estudiantes de quinto grado de
la Escuela Eugenio Espejo con los cuales se comparó el conocimiento del vocabulario en dos momentos
diferentes, al inicio y al concluir doce semanas mediante la escala de conocimiento del vocabulario
(ECV). Se utilizó una muestra no probabilística intencional, compuesta por 46 estudiantes de quinto
grado. Se utilizaron diferentes métodos de investigación de nivel teórico y empírico, así como
procedimientos matemáticos-estadísticos para recoger y organizar los datos. El análisis estadístico
reveló que si se aprovechan las ventajas de la inteligencia y el estilo de aprendizaje visual-espacial,
apoyada en medios de enseñanza como fotos, mapas conceptuales, mapas, dibujos y videos se puede
mejorar el conocimiento del vocabulario.
Se concluye que el aprendizaje Visual -espacial contribuye de manera positiva en el aprendizaje de
vocabulario de una segunda lengua toda vez que se emplee elementos que captan la atención de los
aprendices.
Palabras Clave: aprendizaje; inglés; visual-espacial; vocabulario.
Introduction
The cognitive activities that students engage in when encountering academic or technical learning tasks
are of crucial importance. These activities can be modified through instruction, training, and testing to
make them more effective. Teachers have to find the correct strategies and techniques to teach because
each student has a particular type of intelligence. Teaching vocabulary to primary school learners should
be oriented toward the facilitation of these cognitive activities.
It is recognized that the theory of multiple intelligences was developed by psychologist Howard Gardner
at the end of 1970s and the beginning of 1980s (Davis, Christodoulou, Seider, & Gardner, 2011).
According to these referred authors, individuals possess eight relatively autonomous intelligences
which most authors identified as: Verbal-Linguistic Intelligence, Logical-Mathematical Intelligence,
Visual-Spatial Intelligence, Bodily-Kinesthetic Intelligence, Musical Intelligence, Interpersonal
Intelligence, Intrapersonal Intelligence and Naturalist Intelligence.
Taking into consideration the complexity and extension of Gardner theory and according with the
purpose of this article it is necessary to highlight that Visual-Spatial Intelligence is associated with:
Visual perception of the environment, the ability to create and manipulate mental images, and
the orientation of the body in space. It may be developed through experiences in the graphic
and plastic arts, sharpening observation skills, solving mazes and other spatial tasks, and
exercises in imagery and active imagination. (Gardner, 2011, p.6)
In addition, the concept of visual-spatial learner is seen as: “learners or individuals who think in pictures
rather than in words” (Silverman L. , 2003, p.6). However, an intelligence is not a learning style. “A
style designates a general approach that an individual can apply equally to every conceivable content.”
(Gardner, 1985, p. 102). This is why teachers have to find the correct techniques and strategies to teach
because each student has a particular type of intelligence and a learning style as stated by the theories
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of multiple intelligences and learning styles. This is essentially important when teaching and learning a
second language (L2).
In accordance with Gardner conception of learning style, (Sternberg, 1994) states that a learning style
is not an ability but a preferred way of using one’s abilities (Sternberg, 1994). From this perspectives,
the term learning style could be defined as the way in which each person learn by means of particular
strategies (Sánchez, 2019).
English as a foreign language learning (EFL), also known as Second Language Learning (SLL/L2)
demands many challenges, one of these challenges is gasping the vocabulary (Goundar, 2019).
Vocabulary knowledge is necessary for teaching and learning a second language because it is the basic
for the development of reading, writing, listening and speaking (Aries, 2020). However, teaching
vocabulary is not easy because each student has different intelligence, ability and learning style. Thus,
teachers should be creative to find new strategies to satisfy students diversity in terms of students’
intelligence types, abilities and learning styles.
Susanto, (2017) considered vocabulary learning as an essential part in EFL because lexical knowledge
is critical to the acquisition of the target language and a lack of vocabulary knowledge became an
obstacle to learning. In this regard, vocabulary knowledge contributes to appropriately and accurately
communication of students but it requires students’ cognitive academic language proficiency (Abdalla,
2021).
Children acquire vocabulary indirectly, first by listening when others speak and secondly by using
words to talk to others. However, as children begin to read and write, they intentionally acquire more
vocabulary words and incorporate those words into their knowledge (Abdalla, 2021). In fact, vocabulary
acquisition experienced a fast growth in childhood but it continues its development throughout life. In
this sense, vocabulary acquisition is increased and words are not acquired instantaneously. Vocabulary
knowledge is not a language issue that can ever be fully mastered and it requires time. (Susanto, 2017;
Abdalla, 2021 and Abdullaeva & Islomova, 2020).
Abdalla, (2021) considerred that, in EFL learning, vocabulary acquisition is seen as a matter of learning
vocabulary. Language acquisition is refered to a natural process when children learn any component of
a language in a natural setting. Meanwhile, second language acquisition takes place after the learners
have acquired their mother tongue or first language (L1).
The literature review reveled several definitions of vocabulary knowledge. According to the purpose of
this article vocabulary knowledge is assumed as the ability to recognize the components of words and
as the receptive and productive expertise and fluency (Schmitt, 2019). Vocabulary knowledge, as the
biggest part of learning a language (Teng, 2015), includes two dimensions: breadth of vocabulary
knowledge and depth of vocabulary knowledge. Breadth of vocabulary knowledge is related to
vocabulary size whereas depth of vocabulary knowledge is related to the quality of knowing a word.
Vocabulary acquisition can be developed either through intentional or incidental teaching and learning.
It is said to be intentional when the acquisition of vocabulary is a result of an activity designed to learn
components of vocabulary knowledge. Whereas it is incidental when vocabulary knowledge is the by-
product of a reading, listening or writing activity, usually involving comprehension, which is not
explicitly designed for vocabulary learning (Hindley Rodgers, 2013).
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Researchers considered that intentional learning of vocabulary as the most effective method of students’
vocabulary acquisition (Nicolay & Poncelet, 2013; Zhao, Pandian, & Mehar Singh, 2016 and Li, Ying,
Chen, & Guan, 2022). According to Hindley Rodgers, (2013), intentional development of vocabulary
should be supported with activities that promote incidental vocabulary acquisition. Such activities can
exposure students to vocabulary development in real-life context. For example, vocabulary acquisition
through reading usually involves the process of learning an unknown word and searching for its
meaning (Zhao, Pandian, & Mehar Singh, 2016).
General intellectual skills are involved in learning, in general, and in vocabulary learning in particular.
First language (L1) vocabulary knowledge influenced on student’s conceptual development and
because this referred conceptual development influence second language (L2) vocabulary acquisition it
is assumed that L1 vocabulary knowledge impact on L2 vocabulary acquisition and vice versa.
Vocabulary is acquired incidentally, through indirect exposure to words and intentionally through
explicit teaching of specific words (Abdullaeva & Islomova, 2020). Researchers suggest that students’
textbook is not sufficient for developing vocabulary knowledge (Teng, 2015; Abdullaeva & Islomova,
2020 and Abdalla, 2021). Intentionally acquisition of vocabulary includes: explaining vocabulary items
in a meaningful context, using visual aids motivate students and develop their vocabulary, using the
new technology has a great role in developing English vocabulary (Abdalla, 2021). It is in this sense
that the current article explores the efectiveness of using strategies which takes advantages of visual-
spatial intelligences and learning styles to improve vocabulary knowledge.
EFL is a dynamic and complex process that could be improved from students by means of different
learning strategies (Ghalebi, Sadighi, & Bagheri, 2020). In other words, the role of teachers in the
process of language development is to facilitate and guide students learning both inside and outside of
the classroom. Accordingly, teachers facilitate students’ vocabulary development but developing
student vocabulary knowledge is important to look at how to use effective learning strategies. This
current article assumed that these strategies should be in accordance with students learning styles,
particularly visual-spatial learning.
Researchers have suggested that adopting strategies such as active and cooperative learning which
focuses on student participation, cooperation and interaction contribute to exchange ideas, take
responsibilities, develop critical thinking of students (Zhao, Pandian, & Mehar Singh, 2016). Some of
the proposed strategies include role play, act on real-life situations, modeling, research projects. It
involves research work about real-life problems and the reporting of the findings in various ways such
as presentations, newspapers, plays and debates, in which visual-spatial intelligence is substantially
important.
Abdullaeva & Islomova, (2020) suggested a variety of direct and indirect methods of teaching
vocabulary. Such methods include: word-learning strategies, dictionary use, morphemic analysis,
cognate awareness and contextual analysis. In this article, the vocabulary learning strategies assumed
are summarized in Table 1.
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Table 1: Vocabulary learning strategies. Source: (Letchumanan, Muthusamy, Govindasamy, &
Farashaiyan, 2016)
Categories of Strategies
Types of Strategies
Memory
Creating Mental Images
Applying Images and sounds
Reviewing Well
Employing Action
Cognitive
Practice
Receiving and Sending Messages
Analyzing and Reasoning
Creating Input and Output
Compensation
Guessing Intelligently
Overcoming Limitations
Metacognitive
Centering Learning
Planning Learning
Evaluating Learning
Social
Asking Questions
Cooperating
Empathizing
Affective
Lowering Anxiety
Encouraging
Determination
Analyzing speech, affixes
Contextual Guessing
Check L1 Cognate
Consulting Dictionary
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The development of Information and Communication Technologies (ICTs) have positively impact on
education, particularly on teaching aids. Visual tools became key teaching aids which have been widely
used to teach all subjects. Students and teachers are generating new scenarios that are different from
traditional classrooms.
Researchers recognized the strengths of visual learning contexts where the students get familiar with
objects, estimate size, shape, depth, color. In addition, identify where they are and observe process and
phenomena difficult to see at the first site in a relative short time. If a teacher takes the advantage of
such media and visual-spatial learning styles of students the vocabulary knowledge could be improved.
As said by (Silverman L. K., 2002), there are some strategies which produce good results teaching with
visual-spatial intelligence, amongst them:
• Visual teaching aids such as overhead projectors and pitchures.
• Find out previous knowledge of students before teaching new content.
• Let students discover their own methods of problem solving.
• Engage students in independent studies or group projects which involve problem-finding as
well as problem-solving.
• Allow students to construct, draw, or otherwise create visual representations of concepts.
• Use computers so that material is presented visually.
Along with the above mention ideas, the results of the baseline and diagnostic assessments, as well as
fifth-grade lesson observations of Eugenio Espejo School revealed different perceived limitations in
vocabulary knowledge through English as a second language lessons. These limitations are:
• Poor use of teaching aids that enhance student visual-spatial intelligence and learning style to
develop vocabulary knowledge.
• Teachers frequently present fragmented subject content that is decontextualized from real life
situations.
• Teachers persistent use of traditional problems far from real life problems.
A balance of the above limitations reveled the following problem: how visual-spatial learning can
improve vocabulary knowledge through English as a second language lessons with the aid of various
kinds of teaching media? The main purpose of this research was to evaluate the appropriateness of
taking advantages of visual-spatial learning style to enhance vocabulary knowledge of fifth-grade
students.
Methodology
In this current research paper, a quantitative research approach was applied (Hofman & Sutherland,
2018). Quantitative data were gathered by means of a variety of research methods such as analysis-
synthesis, induction-deduction, observation, survey and VKS to summarize dataset with the aid of
tables. Descriptive statistics was also included for measuring central tendencies such as mean, standard
deviation, Cronbach alpha and T-Test in order to look for patterns and make inferences regarding
vocabulary knowledge.
A descriptive-comparative study was planned based on a quantitative approach with a longitudinal
design. This study included a population of 65 fifth-grade students. A non-probabilistic sample of 46
fifth-grade students (9-10 years old) was selected. The students of the sample were selected from
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Eugenio Espejo School in Latin American educational context. All participants of this study took EFL
courses in the selected school.
The study developed with the referred students included the use of a variety of teaching media to teach
English vocabulary words. Vocabulary knowledge of students was compared in two different moments,
at the beginning and at the end of a study (Twelve-week period). In other words, before and after various
kinds of teaching media such as pictures, concept maps, maps, drawing and video were introduced in
the teaching and learning process. The study helped to explore the appropriateness of taking advantages
of visual-spatial learning style to enhance vocabulary knowledge of fifth-grade students.
For this research paper, the enhancement of vocabulary was measured using the vocabulary knowledge
scale (VKS) (Paribakht & Wesche, 1993). According to these authors, VKS consists of five stages of
vocabulary knowledge. A short test is proposed to characterize where each particular word is placed on
the scale. The five mentioned stages are defined as statements that best describe student knowledge of
a particular word. These statements are as follow:
1. I don't remember having seen this word before.
2. I have seen is word before but I don't know what it means.
3. I have seen is word before and I think it means…
4. I know this word. It means...
5. I can use this word in a sentence e.g...
The scale ratings range from entire unfamiliarity or lower stage (1) to the highest stage where student
use the word in context with grammatical and semantic accuracy (5). The participants took VKS test
with a target word list in two different moments, at the beginning (pre-test) and at the end of a semester
(post-test). VKS sheet with twenty vocabulary words were designed and provided in these two particular
movements. Students had to choose the option that best describe their knowledge of a particular word
(Table 2).
Table 2, Vocabulary Knowledge Scale sheet. Source: (Paribakht & Wesche, 1993)
Think about the word list below. You are asked to place a tick on the right box according to the
following key:
1. I don't remember having seen this word before.
2. I have seen is word before but I don't know what it means.
3. I have seen is word before and I think it means ____________ (synonym or translation).
4. I know this word. It means ______________ (synonym or translation).
5. I can use this word in a sentence e.g.: ______________________________.
No
Words
1
3
4
5
1
…
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19
20
Two Vocabulary Knowledge Scale Sheet (VKSS) were designed to be applied at the beginning (Pre-
test) and at the end (Post-test) of this study. Each VKSS consist of an introduction as well as a balanced
and appropriate word list of fifth-grade English curriculum. Words were classified as nouns, adjectives,
verbs and adverbs. Participants were asked to complete the VKSS. The Pre-test VKSS is shown in Table
3.
Table 3: Pre-test VKSS. Source: (Paribakht & Wesche, 1993)
Think about the word list below. You are asked to place a tick on the right box according to the
following key:
1. I don't remember having seen this word before.
2. I have seen is word before but I don't know what it means.
3. I have seen is word before and I think it means ____________ (synonym or translation).
4. I know this word. It means ______________ (synonym or translation).
5. I can use this word in a sentence e.g.: ________________.
No
Words
1
2
3
4
5
1
Car (n.)
2
Cat (n.)
3
Food (n.)
4
Kitchen (n.)
5
Street (n.)
6
Fat (adj.)
7
Funny (adj.)
8
Good (adj.)
9
Happy (adj.)
10
Tall (adj.)
11
Go (verb.)
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12
Depart (verb.)
13
Erase (verb.)
14
Read (verb.)
15
Listen (verb.)
16
Always (adv.)
17
Far (adv.)
18
Many (adv.)
19
Quickly (adv.)
20
Lastly (adv.)
The teaching aid to be used must be carefully and intentionally selected. Some criteria were defined to
make the right selection. The best selection would match the following criteria: age, gender, cultural
background, educational level, core curriculum guidelines, school infrastructure and visual-spatial
weakness and strengths. Teaching aids such as: pictures, concept and mind maps, maps, drawing and
video generally match these criteria but need to be contextualized in accordance with core syllabus
outlines. The Post-test VKSS is shown in Table 4.
Table 4: Post-test VKSS. Source: (Paribakht & Wesche, 1993)
Think about the word list below. You are asked to place a tick on the right box according to the
following key:
1. I don't remember having seen this word before.
2. I have seen is word before but I don't know what it means.
3. I have seen is word before and I think it means ____________ (synonym or translation).
4. I know this word. It means ______________ (synonym or translation).
5. I can use this word in a sentence e.g.: ________________.
No
Words
1
2
3
4
5
1
Bus (n.)
2
Dog (n.)
3
Brother (n.)
4
Backyard (n.)
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5
Park (n.)
6
Fat (adj.)
7
Boring (adj.)
8
Bad (adj.)
9
Angry (adj.)
10
Small (adj.)
11
Come (verb.)
12
Say (verb.)
13
Erase (verb.)
14
Write (verb.)
15
Speak (verb.)
16
Never (adv.)
17
Close (adv.)
18
Much (adv.)
19
Slow (adv.)
20
Firstly (adv.)
The study included a hypothesis test. A T-test was selected knowing that only five sets of means (nouns,
adjective, verbs adverbs and total) were compared (less than 30). That is why a hypothesis test for two
dependent means was selected with two tales and a significant level of 0.05. As a result, an alternative
hypothesis was formulated as , with as the null hypothesis. Treatments 1 is composed
for Pre-test VKSS results and Treatment 2 is composed by Post-test VKSS results. The value of p was
determined with the aid of an online statistical calculator (Source: https://www.socscistatistics.com).
Results
Absolute and relative frequencies reveled lower level of vocabulary knowledge in Pre-test and higher
level of vocabulary knowledge in Post-test. The higher frequencies in Pre-test corresponded to levels 1
and 2 which are the lower levels of VKS. Oppositely, the highest frequencies in Post-test corresponded
to 3, 4 and 5 levels which are the higher levels of VKS. Table 5 shows absolute and relative frequencies
for each vocabulary word assessed during the study.
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Table 5: Absolute and relative frequencies
Type of
word
Pre-test
Post-test
Words
Nouns
W1
23
13
6
0
0
58,4
31,0
14,3
0,0
0,0
0
2
16
12
12
0,0
4,8
38,1
28,6
28,6
W2
16
21
5
0
0
38,1
50,0
11,9
0,0
0,0
0
2
16
14
10
0,0
4,8
38,1
33,3
23,8
W3
17
19
4
2
0
40,5
45,2
9,5
4,8
0,0
0
2
1
13
26
0,0
4,8
2,4
31,0
61,9
W4
7
29
4
2
0
16,7
69,0
9,5
4,8
0,0
0
2
2
32
6
0,0
4,8
4,8
76,2
14,3
W5
26
12
4
0
0
61,9
57,1
9,5
0,0
0,0
0
0
18
18
6
0,0
0,0
42,9
42,9
14,3
Adjectives
W6
23
13
6
0
0
54,8
31,0
14,3
0,0
0,0
1
3
9
23
6
2,4
7,1
21,4
28,6
14,3
W7
23
13
6
0
0
54,8
31,0
14,3
0,0
0,0
1
3
9
23
6
2,4
2,4
21,4
33,3
14,3
W8
21
15
6
0
0
50,0
35,7
14,3
0,0
0,0
2
2
0
8
30
4,8
4,8
0,0
31,0
71,4
W9
6
30
6
0
0
14,3
71,4
14,3
0,0
0,0
1
3
1
28
9
2,4
7,1
2,4
76,2
21,4
W10
14
21
7
0
0
33,3
50,0
16,7
0,0
0,0
1
0
12
23
6
2,4
0,0
28,6
42,9
14,3
Verbs
W11
22
15
5
0
0
52,4
35,7
11,9
0,0
0,0
0
2
7
23
10
0,0
4,8
16,7
54,8
23,8
W12
21
15
6
0
0
50,0
35,7
14,3
0,0
0,0
0
2
18
19
3
0,0
4,8
42,9
54,8
7,1
W13
20
14
8
0
0
47,6
33,3
19,0
0,0
0,0
0
2
1
6
33
0,0
4,8
2,4
19,0
78,6
W14
8
26
8
0
0
19,0
61,9
19,0
0,0
0,0
0
2
13
17
10
0,0
4,8
31,0
40,5
23,8
W15
17
18
7
0
0
40,5
42,9
16,7
0,0
0,0
0
0
9
30
3
0,0
0,0
21,4
71,4
7,1
Adverbs
W16
27
9
6
0
0
64,3
21,4
14,3
0,0
0,0
0
2
18
11
11
0,0
4,8
42,9
26,2
26,2
W17
27
9
6
0
0
64,3
21,4
14,3
0,0
0,0
0
2
18
11
11
0,0
4,8
42,9
26,2
26,2
W18
24
12
6
0
0
57,1
28,6
14,3
0,0
0,0
0
2
2
3
35
0,0
4,8
4,8
7,1
83,3
W19
7
29
6
0
0
16,7
69,0
14,3
0,0
0,0
0
2
5
23
12
0,0
4,8
11,9
54,8
28,6
W20
17
23
2
0
0
40,5
54,8
4,8
0,0
0,0
2
0
18
11
11
4,8
0,0
42,9
26,2
26,2
Cronbach’s coefficient of the VKS used in this longitudinal study varied from 0.66 to 0.86 (
) in all vocabulary words. This is consistent with (Paribakht & Wesche, 1993) validated VKS. That
is to say, the result obtained from this dataset has an appropriate level of accuracy and reliability.
Cronbach’s coefficients, means and SD for each type of word (nouns, adjectives, verbs and adverbs) as
well as the total are displayed in Table 6.
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Table 6: Cronbach’s coefficients, means and SD
Word Type
Pre-test
Cronbach α
Post-test
Cronbach α
Mean
SD
Mean
SD
Nouns
1,84
0,34
0,68
4,12
0,24
0,74
Adjectives
1,99
0,36
0,66
4,14
0,29
0,81
Verbs
1,96
0,37
0,68
4,10
0,26
0,69
Adverbs
1,82
0,27
0,69
4,11
0,26
0,86
TOTAL WORDS
1,90
0,34
0,74
4,12
0,26
0,77
Post-test exhibited higher values of Means after visual-spatial learning style was introduced with new
teaching aids. The adverbs mean (Pre-test) was 1,82 while adverbs mean (Post-test) was 4,11. There is
a difference of +2,29. The statistical result of the T-test is displayed in Table 7.
Table 7: Statistical result of the T-test.
https://www.socscistatistics.com/tests/studentttest/default2.aspx
It was worked with a significance level of 0.05. Difference score calculation was displayed as follow:
Vocabulary
words
Treatment 1
Mean
Treatment 1
Mean
Dev
(T2-T1)
Dev
(Diff-M)
Sq. Dev
Nouns
1,84
4,12
3
40,7
1656,49
Adjectives
1,99
4,14
-72
-34,3
1176,49
Verbs
1,96
4,10
3
40,7
1656,49
Adverbs
1,82
4,11
-85
-47,3
2237,29
TOTAL
1,90
4,12
3
40,7
1656,49
-86
-48,3
2332,89
3
40,7
1656,49
-71
-33,3
1108,89
3
40,7
1656,49
-78
-40,3
1624,09
M: -33.7
S: 16762,1
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

 
󰇛󰇜
 


󰇛󰇜
󰇛󰇜

The value of t was -2,762475. The value of p was 0,02202. The result is significant at p<0.05.
Discussion
Absolute and relative frequencies in Pre-test got higher values for levels 1 and 2 which ranged from
entire unfamiliarity to lower familiarity stages (1 and 2) in VKS. Oppositely, the highest frequencies in
Post-test got higher values for levels (4 and 5) which are the higher stages where student use the word
in context with grammatical and semantic accuracy according to VKS.
Comparing the mean and standard deviation of Pre-test and Post-test, it can be observed that means of
nouns, adjectives, verbs, adverbs and the total changed. Post-test exhibited higher values of Mean, after
visual-spatial learning style was introduced with new teaching aids. Whereas, Pre-test exhibit lower
values of Mean.
It can be seen that adverbs mean (Post-test) was 4,11 while adverbs mean (Pre-test) was 1,82. There is
a mean difference of +2,29. The result is similar for the other type of words. It can also be seen that
adjective mean (Pre-test) was 1,99 while adjective mean (Post-test) was 4,14. There is a mean difference
of +2,15.
The hypothesis test applied revealed that the value of t was -2,762475. The value of p was 0,02202. The
value of p is less than 0.05. In other words, the result is significant at p<0.05. Therefore, the null
hypothesis was rejected.
This result proved that there is a significant difference in in terms of vocabulary knowledge between
Pre-test and Post-test means. In other words, statistical analysis showed that vocabulary knowledge was
improved. Putting into practice the advantages of student visual-spatial intelligent and learning style by
means of various kinds of teaching aid such as: pictures, concept maps, maps, drawing and video which
were intentionally selected can improve fifth-grade student vocabulary knowledge.
Conclusion
The longitudinal study displayed in this research paper evaluated the appropriateness of taking
advantages of visual-spatial learning style to enhance vocabulary knowledge of fifth-grade students.
Revista Sinapsis. ISSN 1390 – 9770
Periodo. Enero – Junio 2024
Vol. 24, Nro. 1, Publicado 2024-06-30
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Results reveled that visual-spatial learning style by means of various kinds of teaching aid such as:
pictures, concept maps, maps, drawing and video which were intentionally selected can improve fifth-
grade student vocabulary knowledge in a second language learning at Eugenio Espejo School.
The alternative hypothesis was supported (). It was concluded that there is a significant
different between Pre-test and Post-test results in terms of vocabulary knowledge of seventh-grade
students from Eugenio Espejo School showing that visual-spatial learning styles can improve
vocabulary knowledge.
Other facets of student vocabulary knowledge such as age, gender, working memory, metacognition,
environment, context, social, economic and cultural background were not measured in this study. Future
studies and research papers would aim to explore these other aspects and its impact on student
vocabulary knowledge.
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