An analysis of visual aids in EFL teaching: a case study of online educational materials for Italian lower secondary schools.

This study investigates the role of visual aids in English as a Foreign Language (EFL) teaching in Italian lower secondary schools, focusing on their potential to enhance language acquisition. Drawing on Krashen's (1982) theories of second language acquisition, which emphasize the importance of providing comprehensible and engaging learning experiences, the study explores how visual aids can facilitate language learning in the classroom. Additionally, research by Alin and Fiodorov (2017, 2021) has explored the value of incorporating visual elements into language teaching, recognizing their contribution to creating more dynamic and effective learning environments. Building on these theoretical frameworks, the research adopts a social semiotic prospective, utilizing the analytical tools developed by Kress and van Leeuwen (2006) and the multimodal research by Jewitt (2008) to decode how elements such as salience, modality and vectors structure pedagogical meaning. The study aims to explore the practical application of visual aids in the classroom through a visual analysis of instructional materials from major educational publishers such as Oxford University Press, Cambridge English, and the British Council. The research also involves a survey of English teachers in Italian secondary schools, which seeks to assess their perceptions of the effectiveness and challenges of using visual resources in language instruction. This study also aims to explore the potential need for targeted professional development programs for teachers and to highlight areas for further research, particularly in investigating how different types of visual aids might influence the student learning process. Findings reveal that, while visual aids are recognized as valuable pedagogical tools, their consistent use is often hindered by practical constraints, including a lack of time (60%) and technical difficulties (55%). Furthermore, while 90% of respondents value images for fostering comprehension, a significant pedagogical gap emerged regarding their use for oral production.