
THEIMPACTOFVISUALTHINKINGSTRATEGY
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Received:05/08/2024
Revised:17/02/2025
Accepted:26/02/2025
DOI:10.59266/houjs.2025.537
EVWDFWVisualThinkingStrategycanbecharacterizedasa“meta-visual-lingual”
endeavorinvolvingtheverbalarticulationofthoughtsprovokedbyavisualstimulus.The
attemptistoenhanceanindividual’scapacitytointerpret,describe,andanalyzeimageryby
engaginginactiveobservationandcollaborativediscussion.Thisstudyaimstoclarifyhow
LVDWKLQLQVWDWHLVHPSRHGLQVSHDLQHVVRQVWRVRHVWGHQWV(QLVKVSHDLQ
problems in university education. The sample included 70 English-majored students at
DongNaiTechnologyUniversity,comprising35rst-yearstudentsand35sophomores.The
examination of the questionnaireand semi-structured interviews indicated that activities
inspiredbyVisualThinkingeectivelypromotestudents’easeinspeakingsituations,thereby
resultinginimprovedpracticeandprociencyinEnglishspeakingability.Thissuggeststhat
VisualThinkingmayserveasaneectiveapproachtoprovidinguniversitystudentswithan
activelearningenvironment.Nonetheless,thenotionofvisualthinkingandthebenetsof
activitiesinspiredbyvisualthinkingarerelativelyunfamiliarconceptswithintherealmof
Englisheducation.Consequently,additionalstudiesarenecessarytocreatelessonplansthat
LQRSRDWHLVDWKLQLQVWDWHLHVRHDQHVRWKH(QLVKDQDH
.HRVEnglishspeakingability;Englishspeakingproblems;Visualthinkingstrategy.
FacultyofForeignLanguages,DongNaiTechnologyUniversity,BienHoaCity,Vietnam.
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Oral communication plays a vital
role in acquiring a language; however,
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overlooks the importance of developing
the skill (Kabellow et al., 2020). The
LVLQJJDSKDVORQPURVVQV
facingissuessuchasshyness,diminished
condence, and anxiety over judgment,
KLFK PD FRQULE R VDJ ULJK DQ
LPS KLU FDSDFL R ODUQ D VFRQ
languageeectively(Daymieletal.,2022).
In the absence of sucient opportunities
forspeakingpractice,studentsaredeprived
ofthechancetocultivateuencyandthe
QDUDO FRPPQLFDLRQ VNLOOV KD DU
crucialforeectivereal-worldinteractions.

In Vietnam, the attainment of
English speaking prociency has
LQFUDVLQJOJDUQUDQLRQURPPDQ
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LQUQDLRQDO FRPPQLFDLRQ VKDS E
globalintegration.ProciencyinEnglish
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objectiveinthetertiarycurriculumatmany
Vietnamese universities. Nonetheless,
conventional teaching approaches fall
short of equipping individuals with the
VVQLDO RROV DQ VROLRQV Q
to tackle existing deciencies. The
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role of teachers, textbooks, and their
explanations,withstudentsanticipatedto
remain passive, listening attentively and
memorizingcontent.Thismethodpresents
multiple drawbacks, such as limited
independence, inadequate practical life
skills,and emotional turmoil.Therefore,
it is essential to incorporate innovative
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practicestoaddresstheseshortcomings.
Visual thinking strategy (VTS)
USUVQV D SURPLQQ DSSURDFK LKLQ
the realm of active learning styles.VTS
enableslearnerstoengagewithartworks,
fostering the development of essential
skillslikevisualliteracy,criticalthinking,
and communication abilities, including
listening and self-expression (Yenawine,
2013). Furthermore, numerous
investigations have been conducted
regardingtheecacyofVTS,suchasthe
QKDQFPQRFULLFDOKLQNLQJDELOLLV
in young children (O’Leary, 2010); the
LPSDF R976RQ ODUQUVLQ RUK DQ
fthgrades(Moelleretal.,2013);andthe
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secondarystudents(Yeom,2018).
Nonetheless, the investigation into
K LPSDFV R976 RQ(QJOLVKVSDNLQJ
remains constrained, particularly within
thecontextofVietnam.Thisstudyseeks
toexploretheinnovativeVisualThinking
(VT) methodology and its potential
eectsontheEnglishoralprociencyand
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NaiTechnologyUniversity(DNTU).This
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their teaching techniques and serve as a
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on advancing learners’ English speaking
skills.
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2.1. Students’ English speaking
problems
ThestudyconductedbyGan(2012)
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developing theirEnglish speakingskills.
It identied several issues, including
insucientvocabulary,anoverwhelming
emphasis on various grammatical
structures, and a lack of opportunities
RU VSDNLQJ (QJOLVK ERK LQ FODVVURRP
settings and outside environments.
Nevertheless, even during speaking
lessons, Sarmiento Alayon et al. (2023)
notedthatmanystudentsfrequentlyavoid
participatingactivelyduetoawidespread
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instructors. The presence of anxiety
FRQULEVRDFODVVURRPDPRVSKUKD
SRVV JUDU FKDOOQJV DQ LPLQLVKV
the overall enjoyment for learners.
Furthermore, many learners occasionally
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topicsassignedtothem.Whenfacedwith
uncertainty,learnersoftenoptforsilence
or minimal participation. Consequently,
ODUQUV RUL VVQLDO FKDQFV R
QJDJ DQ QKDQF KLU ODQJDJ
abilities in a dynamic environment.
(FDRUV PV DUVV KLU VQV
emotional needs, preparing them for

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world (Sarmiento Alayon et al., 2023).
(FDRUV FDQ QUU FRPPQLFDLRQ
skills and empathy in the classroom,
creating a supportive environment that
encourages opendialogue,collaboration,
andindividualgrowth.
2.2.Visualthinkingstrategies
Fernández-Fontecha et al. (2018)
FKDUDFUL 97 DV D PKRRORJ
PSKDVLLQJ K UODLRQVKLS EQ
visualperceptionandcognitiveprocesses.
Thisapproachemploysarangeofvisual
components,includingimages,colors,and
lines,eachcarryingsignicantmeanings
that necessitate cognitive engagement
forpropercomprehension.Similarly,Liu
(2022) emphasizes that incorporating
visuals facilitates the connection
EQ DEVUDF FRQFSV DQ FRQFU
representations,fosteringamoreintuitive
and engaging learning atmosphere.
This approach fosters an environment
where students can investigate various
viewpoints and articulate their ideas
visually, thus enhancing self-expression
andteamworkwithintheclassroom.
VTS serves as a student-centered
teachingmethod,necessitatingactiveand
cooperative participation from learners
in the classroom (Cappello & Walker,
2016).Studentsmustengageactivelyby
FKDQJLQJ KLU KRJKV R DVVLV DFK
RKU LQ DFTLULQJ JUDU NQROJ
within the classroom (Hess, Young, &
Arbogast,2019).
976 FRQVLVV R RU LVLQF
components. Yenawine (2013) identies
these components as viewing artworks,
answering questions, engaging in
discussion, and concluding the lesson
with the teacher.These components can
be applied in numerous ways, tailored
RK VEFV RU VNLOOV FDRUVDLP R
enhance.Forinstance,VTScanenhance
listeningskills,visualliteracy,reasoning,
andcommunication.
Moeller et al. (2013) indicate
KD K PKR DFLOLDV ODUQUV LQ
JQUDLQJQLDVLKJUDUURP
and independence.Additionally,Campos
(2018) asserted that using pictures and
photographsallowslearnerstocreatively
andcriticallythinkaboutbar,line,circle,
andgraphicgraphs.
3HLRVVWLHV
Numerous investigations have
EQFDUULRLQKFRQRULLQJ
classroomsrelatedtolanguageinstruction.
Yeom(2018)utilizedimagesfrompicture
ERRNV R QKDQF K  ULLQJ VNLOOV
of Korean secondary EFL learners. The
V VEFV FRPSULV RUDQ (
secondarylearners,andthemethodologies
employed included interviews, group
discussions,andawritingassessment.The
ndingsindicatedthattheparticipantsfelt
capableofreasoningthroughvisualcues.
Furthermore,theparticipantssuccessfully
DVVPEO K FROOFLRQ R LPDJV DQ
articulated their ideas in English. In
Thailand, Saengmontri (2015) examined
K QKDQFPQ R (QJOLVK VSDNLQJ
and creative writing skills among 11th-
grade students using VTS. A group of
thirty participants, consisting of 11th-
grade students, underwent instruction
for 22 hours. The ndings demonstrated
that instruction on VTS was eective
and suitable for learners with varying
knowledge and abilities. Consequently,
the learners’speakingskillsandcreative
ULLQJ FDSDELOLLV P K VDEOLVK
standards.

,,,5HVHDUFPHWRGRORJ
5HVHDFKHVLQ
7K DSSURDFK LQJUD ERK
quantitative and qualitative methods of
data collection. The quantitative data
FRPSULV UVSRQVV JDKU URP K
questionnaires. The qualitative data
was derived from the semi-structured
interview.Thisstudyinvolvedacohortof
VQV PDRULQJLQ (QJOLVK DRQJ
NaiTechnologyUniversity.Thedurationof
thisstudywasveweeks.Theparticipants
in both groups received instruction in
(QJOLVKVSDNLQJKURJKOVVRQSODQVKD
utilizedVTSasafoundationalapproach.
During the last week, participants were
UTV R FRPSO D TVLRQQDLU R
DVVVVKLUDLVUJDULQJVLQJ976
to improve speaking skills. Ultimately,
ve participants from each group were
requestedtoparticipateininterviews.
7K UVDUFKU FUD (QJOLVK
VSDNLQJOVVRQVRDFKVSDNLQJDELOLE
usingVTS.Yenawine’s(2013)components
R 976 U PSOR DV UDPRUNV
to design the lesson plan. To specify, the
teachingprocesswasdividedintofoursteps
ofVTS.Thedetailsareasfollows.
Step1-Thestudentsviewvisualaids.
Atthebeginningofthelesson,the
DFKU LVSODV D FKRVQ LPDJ RU K
students,givingthemamomenttoobserve
itbeforeencouragingtheirresponses.
6S7KVQVDQVUTVLRQV
relatedtothevisualaid,andteachersguide
theanswers.
7K DFKU KDV R VVQLDO
responsibilities: a) to pose the three
specic questions of VTS and b) to
engagewiththestudents’comments.The
followingarethethreespecicquestions:
i)Whatisgoingoninthepicture?
7KLV LQTLU DVVLVV K VQV LQ
QUVDQLQJ K QDPLFV LKLQ K
visualaids.Theresponsescanencompass
arangeofelements:hues,emotions,and
data.Thisinquirypromptsthestudentsto
embracetheroleofnarrators.
ii)Whatdoyouseethatmakesyou
saythat?
7KLV LQTLU SURPSV K VQV R
seek out evidence that substantiates their
observations.Thisinquiryencouragesthem
toengageinafact-basedandlogicalmanner.
iii)Whatmorecanwend?
7KLVLQTLUQFRUDJVKVQV
todelvedeeperintotheintricaciesofthe
artwork.
6S  7K VQV SDULFLSD LQ
groupactivities.
These three questions invigorate
classroom discussions, facilitating skill
enhancementforthestudents.Theteacher
PEUDFVDOOKVQVEDFNLKR
ELDVDQPSKDVLVKLUKRJKSURFVVV
rather thantheir errors.Thestudents can
cultivatevariousconceptsfromthevisual
aids as they engage in a progressive
examinationanddialogueaboutthem.
6S  7K DFKU FRQFOV K
lesson.
Theteacheroughttoshareaspecic
experiencetheyhaveencountered,inspire
the students to view visual aids as an
RQJRLQJDQ OLPLOVV SUVL DQUUDLQ
from oering summaries. Additionally,
L LV VVQLDO R FRQQF K ODUQUV
FRQULELRQV KURJKR R LOOVUD K
evolutionofthediscussion.
DWDFROOHFWLRQWRROV
4HVWLRQQDLH
Table1.0HDQVRHV/HH
0HDQVFRUHV/HYHO
1-1.8 Verynegative
1.8-2.6 Negative
2.6-3.4 Average
3.4-4.2 Positive
4.2-5 Verypositive

TVLRQQDLU DV VLJQ R
DPLQ K ODUQUV DLV RDU
using VTS in speaking classes. The
TVLRQQDLU LQFO  VDPQV
RU SDULFLSDQV R UVSRQ R VLQJ D
5-pointLikertscale:5=stronglyagree;
4 =Agree; 3 = Neutral; 2 = Disagree;
and1 = strongly disagree.Thelevel of
learners’attitudeswasdenedusingthe
criteriabasedonPimentel(2019).Then,
K FROOF DD U DQDO VLQJ
SPSSStatistics.
3.2.2.Semi-structuredinterview
Semi-structured interviews were
LOLR QUVDQ K DLV R K
learnersmoredeeply.Forthisinvestigation,
interviews were conducted with ve
volunteerlearnersfromeachgroup.
,9)LQGLQJVDQGGLVFVVLRQ
4HVWLRQQDLH
Meanscoresandstandarddeviationswereanalyzedinthedatafromthequestionnaire.
7KUVOVDUVKRQLQ7DEO
Table2.Students’perceptionsofVTS
1R ,WHPV Q 0 6 /HYHO
VTSboostsmylearningengagement.  4.34 0.796 VeryPositive
VTSencouragesmetoexpressmythoughts,thereby
promotingself-expression.
 3.96 1.233 Positive
VT-inspiredactivitiesaresuitableformycompetence.  3.94 1.048 Positive
VTSincreasesmyEnglishuency,therebyboostingmy
condenceinspeaking.
 3.21 1.166 Average
VTSrequiresmetobeactiveandcooperativeintheclassroom.  4.07 1.121 Positive
VTSinspiresdiscussionsincriticalways.  4.16 0.973 Positive
VTShelpsmeorganizeandpresentinformationmorecreatively.  3.01 1.245 Average
VTSmakeslearningmorememorable.  3.99 1.186 Positive
Theteacheracceptsalllearners’commentswithoutjudgment.  3.99 1.28 Positive
 VT-inspiredactivitiesshouldbeincorporatedmoreinspeaking
lessons.
 4.24 0.842 VeryPositive
7RWDO    3RVLWLYH
7K VQV DLV RDU
learningtospeakthroughVTSwerevery
positive, as shown by the highest mean
scores:4.34foritem1and4.24foritem10.
7KV VKRKDKVQV RQ976
UPO QJDJLQJ DQ O QFRUDJ
enough to get involved in their own
learning. VTS can eectively promote
students’ ease in speaking situations,
KUE UVOLQJ LQ D LOOLQJQVV R
practicefrequentlyinthefuture.
Item2,item3,item5,item6,item
8,anditem9recordedthesecond-highest
meanscoresfrom3.94to4.16.Theyshow
thatstudents’attitudeswerepositive,with
benetsbroughtoutbyVTS.Tobespecic,
VTSoerschancestocommunicateideas,
KUEQFRUDJLQJVOSUVVLRQ976
FDOOVRUOOSDULFLSDLRQDQFRRSUDLRQ
LQ K FODVVURRP 976 KOSV VQV
interactmorefullywiththecontent,aiding
comprehension and memory. Moreover,
the students found the visual thinking-
inspiredactivitiessuitablefortheirlevels,
and the teacher received all students’
commentswithoutjudgment.
Although two statements received
K ORV VFRUV FRPSDU R RKU