The Impact of Word and Theme walls on visual Language Leaning in Iraqi EFL Classrooms

Abstract

​The current investigation focused on the impact of interactive Word Walls and Theme Walls discovery vocabulary proficiency, reading performance and writing skills for junior Iraqi EFL (English as a Foreign Language) university level Freshers. The study is based on Dual Coding Theory and Constructivist learning theories, adopting a purposive sample of 90 third-year students of English, University of Kirkuk. This study was a three-group pretest–posttest quasi-experimental design with two experimental (n = 30) and one control group (n = 30). The experimental groups were led through different visual wall strategies combined with L.G. Alexander's Fluency in English for 1 complete academic semester, while the control group underwent traditional textbook-based instruction. For this, the researchers have used standardized achievement pre- and post-tests, an extensive affective questionnaire, and systematic classroom observational instruments. With ANCOVA and MANCOVA all inferential statistical analyses demonstrated significantly higher scores ( < 0.01) for both visual strategy groups than the traditional method in spelling, contextual vocabulary use, and reading fluency. In particular, Theme Walls accelerated above others exclusively for overall reading comprehension scores. In contrast, there were no statistically significant differences for isolated rote word meanings and creative story writing production. Thematic analysis of the questionnaires and observations showed on a qualitative level that these visual scaffolds lowered students' affective filters, decreased language anxiety, and encouraged self-engaged independent learning habits. The empirical findings, reported in this investigation support the systematic integration of interactive visual scaffolds to NEST-mediated EFL curricula and instructional methodologies, as well as modern textbook designs within higher education contexts.