Research Article

Middle School Students’ Experiences of Learning English Vocabulary Through Visual Materials: A Phenomenological Study

Volume: 9 Number: 1 September 29, 2026

Middle School Students’ Experiences of Learning English Vocabulary Through Visual Materials: A Phenomenological Study

Abstract

This study aims to describe middle school students’ experiences of learning English vocabulary through visual materials. Adopting a phenomenological design, one of the qualitative research methods, the study was conducted with twenty 8th-grade students at a public middle school in a rural district of Türkiye, all of whom had been taught four coursebook units with visually supported instruction. Data were collected through a semi-structured interview form developed by the researchers and analyzed following Moustakas’s (1994) phenomenological steps. The analysis yielded six themes under two research questions: students described their experiences through remembering through images, learning without rote memorization, and inferring meaning from visuals, and they attached to visually supported instruction the meanings of comprehending meaning, enjoyment and motivation, and imagined ideal ways of learning. The essence of the experience lay in a shift from memorization to recognition: words learned through images were experienced as scenes to be reseen rather than items to be retrieved. The findings offer teachers and material developers an experiential perspective of why visual support matters to learners.

Keywords

Supporting Institution

none

Project Number

none

Ethical Statement

We hereby declare that research/publication ethics and citing principles have been considered in all the stages of the study. We take full responsibility for the content of the paper in case of dispute. Ethical committee approval for this study was granted by Aydın Adnan Menderes University, Education Research Ethics Committee in its decision numbered XVIII at the meeting dated 01.07.2025 and numbered 2025/8.

Thanks

Thanks to the editorial board and anonymous reviewers for their contribution.

References

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  2. Birinci, F. G., & Sarıçoban, A. (2021). The effectiveness of visual materials in teaching vocabulary to deaf students of EFL. *Journal of Language and Linguistic Studies, 17*(1), 628–645. https://doi.org/10.52462/jlls.43
  3. Chung, D. T. K. (2023). The efficacy of visual aids in enhancing vocabulary acquisition in EFL classes. *International Journal of Social Science and Human Research, 6*(10), 6397–6403. https://doi.org/10.47191/ijsshr/v6-i10-80
  4. Cook-Sather, A. (2006). Sound, presence, and power: "Student voice" in educational research and reform. *Curriculum Inquiry, 36*(4), 359–390. https://doi.org/10.1111/j.1467-873X.2006.00363.x
  5. Creswell, J. W., & Poth, C. N. (2018). *Qualitative inquiry and research design: Choosing among five approaches* (4th ed.). Sage Publications.
  6. Denzin, N. K., & Lincoln, Y. S. (1994). *Handbook of qualitative research*. Sage Publications.
  7. Devi Krishnan, P., & Md Yunus, M. (2019). Blended CEFR in enhancing vocabulary among low proficiency students. *Arab World English Journal (AWEJ), Special Issue on CALL*(5), 141–153. https://doi.org/10.24093/awej/call5.11
  8. Dörnyei, Z., & Ushioda, E. (2021). *Teaching and researching motivation* (3rd ed.). Routledge.

Details

Primary Language

English

Subjects

English As A Second Language

Journal Section

Research Article

Publication Date

September 29, 2026

Submission Date

July 29, 2026

Acceptance Date

September 24, 2026

Published in Issue

Year 2026 Volume: 9 Number: 1

APA
Öztürk, O., Elitok Kesici, A., & Çavuş, B. (2026). Middle School Students’ Experiences of Learning English Vocabulary Through Visual Materials: A Phenomenological Study. Language Teaching and Educational Research, 9(1). https://doi.org/10.35207/later.2006524
AMA
1.Öztürk O, Elitok Kesici A, Çavuş B. Middle School Students’ Experiences of Learning English Vocabulary Through Visual Materials: A Phenomenological Study. LATER. 2026;9(1). doi:10.35207/later.2006524
Chicago
Öztürk, Ozan, Ayşe Elitok Kesici, and Barış Çavuş. 2026. “Middle School Students’ Experiences of Learning English Vocabulary Through Visual Materials: A Phenomenological Study”. Language Teaching and Educational Research 9 (1). https://doi.org/10.35207/later.2006524.
EndNote
Öztürk O, Elitok Kesici A, Çavuş B (September 1, 2026) Middle School Students’ Experiences of Learning English Vocabulary Through Visual Materials: A Phenomenological Study. Language Teaching and Educational Research 9 1
IEEE
[1]O. Öztürk, A. Elitok Kesici, and B. Çavuş, “Middle School Students’ Experiences of Learning English Vocabulary Through Visual Materials: A Phenomenological Study”, LATER, vol. 9, no. 1, Sept. 2026, doi: 10.35207/later.2006524.
ISNAD
Öztürk, Ozan - Elitok Kesici, Ayşe - Çavuş, Barış. “Middle School Students’ Experiences of Learning English Vocabulary Through Visual Materials: A Phenomenological Study”. Language Teaching and Educational Research 9/1 (September 1, 2026). https://doi.org/10.35207/later.2006524.
JAMA
1.Öztürk O, Elitok Kesici A, Çavuş B. Middle School Students’ Experiences of Learning English Vocabulary Through Visual Materials: A Phenomenological Study. LATER. 2026;9. doi:10.35207/later.2006524.
MLA
Öztürk, Ozan, et al. “Middle School Students’ Experiences of Learning English Vocabulary Through Visual Materials: A Phenomenological Study”. Language Teaching and Educational Research, vol. 9, no. 1, Sept. 2026, doi:10.35207/later.2006524.
Vancouver
1.Ozan Öztürk, Ayşe Elitok Kesici, Barış Çavuş. Middle School Students’ Experiences of Learning English Vocabulary Through Visual Materials: A Phenomenological Study. LATER. 2026 Sep. 1;9(1). doi:10.35207/later.2006524