Abstract:

Images are deeply embedded into the fabric of modern society. Today a piece of information unaccompanied by an image is difficult to find. As such, most of the times images are not a mere supplement to the text but provide a self-standing meaning that may convey the true idea behind the message. Modern generation of students is often referred to as Gen Z and by some researchers as “image nation”. Processing hundreds of images a day these students perceive them as a staple of today’s communication. This defines the rationale behind our research that is the increasing interactivity of learning by making visuals a ubiquitous element in the learning process.
The paper sets out to validate an assumption that implementation of visuals during EFL classes will bring about positive changes in the development of communicative skills of the learners. The research also seeks to pin down the peculiarities of visuals as a language-learning tool that should be considered while selecting appropriate visual-based material for EFL classes. The experiment was conducted to test the speculations. For analysis the quantitative and qualitative experimental methods were used. Statistical analysis was employed to calculate the method's effectiveness. Throughout the experiment the communicative competency of 14 undergraduate Chinese students was put to the test. In the course of the experiment the range of authentic image-driven creative tasks was implemented. The tasks include various types of visuals the students deal with on daily basis and were aimed at enhancing high-level thinking skills and creativity of the students by means of the English language. The studies by M.Vasilevska, A. Clare and B.Goldstein concerning some features of an image worth using in the EFL class and more effective ways of its introducing guided the choice of images and further elaboration of the tasks, e.g. in one of the tasks genre peculiarities were studied first before students got to create their own videos. The final test revealed a boost of the students’ communicative competency; just under 40% of the students improved their initial results while showing a clear preference for image-based testing material compared to the only text including tasks when given the choice. Additionally, the number of students willing to contribute if a question concerned the image presented on average increased. The results of the research allow us to underpin the claim that visuals make an all-round language-learning tool as not only students enhance their language skills by working with and on images but also acquire new competencies and knowledge with regard to image processing, such as image-editing, art history, author credit consideration etc. as well as more universal skills like critical thinking, mediating etc., to name a few. This let us assume that since tasks like these put students into a position of active engagement, their level of commitment to learning is to increase with the level of language skills respectively. The findings may be of interest to and can be applied by teachers developing language courses targeting at first-year undergraduate students.

Keywords:

Visuals, visual literacy, image nation, Gen Z, communicative competency.