DIGITAL ART TASKS AS A MEDIUM FOR ENGLISH VOCABULARY LEARNING

Abstract

This paper investigated the use of digital art–based activities in developing English vocabulary learning among students taking their first semester in an English Language Education programme. Informed by multimodal and constructivist learning, the research responds to the call for more meaningful and involving vocabulary teaching in English as a foreign language (EFL) tertiary education situations. This was a mixed methodology study with 10 students. Quantitative data were obtained through vocabulary pre-tests and post-tests, while qualitative data collection from Likert-scale questionnaires, semi-structured interviews and analysis of the students’ works of digital art. The results indicate an enhancement in students’ vocabulary performance through the use of digital art tasks. Positive qualitative results in learner perception, including arousal, motivation, autonomy and understanding of contextual vocabulary. We take a step further and “test” students' lexical processing using digital art products, and find that students used vocabulary in meaningful and creative ways through visual representations. Although the sample size and research design of this study had their limitations, empirical data presented to us supports the use of easily accessible digital art tasks as a successful means for vocabulary instruction in an EFL higher education context.