UNIVERSIDADE PÚNGUÈ

Faculty of Arts, Social Sciences and Humanities

Department of Linguistic and Translation

Wall Charts - Strategies for Presenting Vocabulary or New Language

English Teaching Course

Group III

Amosse Mutumua Guenzi

Fabiao Jose David Pereco

France Isaque Sabao Ndlovu

Josue Adelino Viola

Latricia Douglas Manuel Candieiro

Lusneid Vitor Wate

Maqui Yasimi Kaipa

Taurai Filipe Samuel

Chimoio

March, 2025
 Group III

Amosse Mutumua Guenzi

Fabiao Jose David Pereco

France Isaque Sabao Ndlovu

Josue Adelino Viola

Latricia Douglas Manuel Candieiro

Lusneid Vitor Wate

Maqui Yasimi Kaipa

Taurai Filipe Samuel

Wall Charts - Strategies for Presenting Vocabulary or New Language

Assignment to be submitted to the

Department of Linguistics and Translation,
faculty of Arts, Social Sciences and
humanities for evaluation purposes. Msc:
Antonio Companhia.

Chimoio

March, 2025
Table of contents

1.Introduction .................................................................................. Erro! Marcador não definido.

1.1. Objectives ........................................................................................................................... 4
1.1.1. General objectives ....................................................................................................... 4
1.1.2.Specific objective ......................................................................................................... 4
1.2 Methodology ....................................................................................................................... 4
2. Definition of Wall Charts .......................................................................................................... 5
2.1. Characteristic of Wall Charts ............................................................................................. 5
2.3. Functions of Wall Charts.................................................................................................... 5
2.3.1. Strategies for Presenting Vocabulary Using Wall Charts ........................................... 6
2.3.2. The Benefits of Wall Charts in Language Learning .................................................... 8
2.3.3 Designing Effective Wall Charts .................................................................................. 9
2.4 Types of Wall Charts for Vocabulary Learning ................................................................ 10
2.4.1 Placement and Usage in the Classroom ..................................................................... 11
2.4.2. Classroom Activities Using Wall Charts................................................................... 11
2.4.3. Challenges in Using Wall Charts and Possible Solutions ......................................... 11
3. Conclusion............................................................................................................................... 14
4. References ............................................................................................................................... 15
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1. Introduction
Language learning is a complex process that requires a variety of teaching
methodologies to ensure effective communication and comprehension. One of the most
effective tools used in vocabulary instruction is wall charts. These visual aids help
learners associate words with images, making them a powerful tool in language
acquisition.Wall charts have been widely used in classrooms to provide a structured and
engaging way to introduce, reinforce, and recall vocabulary. Their constant visibility
serves as an effective memory aid, ensuring that learners interact with the target
language frequently and naturally.
1.1. Objectives
1.1.1. General objectives

 To examine the role of wall charts as an educational tool in presenting

vocabulary or new language and to explore effective strategies for their
implementation in language learning environments.

1.1.2.Specific objective

 To analyze the significance of wall charts in vocabulary acquisition and

language learning.
 To explore different methods for designing and utilizing wall charts effectively
in classrooms.
 To evaluate the impact of wall charts on student engagement, retention, and
language proficiency.

1.2 Methodology
This study adopts a qualitative research approach, focusing on a literature
review. Various academic sources, including books, and educational reports, were
analyzed to understand the impact of wall charts on language learning.
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2. Definition of Wall Charts

A wall chart is a large card displaying a diagram or picture used by the teachers
to improve the English vocabulary mastery of their students. Wall charts commonly
consist of a combination of visual and verbal material, a large sheet of paper, card with
a text or a picture that the teachers can hold up for the class to see or display on the wall
or blackboard used for extended presentation or practice. Kang, (2015).
2.1. Characteristic of Wall Charts
Effective wall charts possess several key characteristics that contribute to their
pedagogical value such as:
Clarity and Simplicity: According to Smaldino, Lowther, & Russell, (2012) wall
charts should present information in a straightforward manner, avoiding unnecessary
complexity and clutter. They should focus on the essential information, using clear
fonts, well-organized layouts, and concise wording.
Visual Appeal: Aesthetically pleasing designs, including the use of color,
illustrations, and relevant imagery, can significantly enhance engagement and
memorability. The visual elements should complement and support the textual
information. (Eppler, 2006).
Accuracy and Relevance: Brown, (2013), suggests that the information
presented must be accurate, up-to-date, and directly relevant to the learning objectives
The content should align with the curriculum and the students' learning needs.
Durability: According to Molenda, (2007), wall charts should be constructed
from durable materials to withstand regular use and handling in a classroom
environment. Laminating or using high-quality paper can extend their lifespan.
Accessibility: The wall chart should be placed in a location where all students
can easily see and access it (Eppler, 2006).
2.3. Functions of Wall Charts
Wall charts serve a variety of crucial functions in the classroom, particularly in
language learning:
Providing Visual Support: They offer visual reinforcement of concepts, making
abstract ideas more concrete and understandable. They can depict vocabulary words,
grammar rules, sentence structures, and other language-related elements (Richards &
Rodgers, 2014).
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Serving as a Reference Tool: Harmer, (2015), urgues that wall charts provide a
readily accessible point of reference for students, helping them to recall information and
apply it in their language production. They can act as a quick guide for grammar,
vocabulary, and pronunciation.
Facilitating Independent Learning: They encourage students to take
responsibility for their learning by allowing them to self-access information and review
concepts independently (Gillet & Temple, 2010).
Creating a Language - Rich Environment: Wall charts contribute to an
immersive learning environment, constantly exposing students to the target language
and reinforcing vocabulary and grammar concepts (Lightbown & Spada, 2013).
In addition, Wingenbach (2010 cited Maharani 20) also adds some advantage of
wall chart, as folows:
Quick way for the audience to visualize what you are saying– numbers, trends,
up or down.

 Forceful – emphasizes main point

 Convincing – proves a point
 Compact way to convey information
 More interesting than just talk or point

2.3.1. Strategies for Presenting Vocabulary Using Wall Charts

Wall charts are an effective tool for teaching vocabulary and new language, but
their success depends on how they are used in the classroom. Below are some key
strategies for making the most of wall charts in language learning.
Contextual Learning
According to Sudarsono (2020), wall charts enhance vocabulary learning by
improving memorization and comprehension and should be designed to provide context
for vocabulary words. This helps students understand how words are used in real-life
situations.
Examples:
A food chart displaying images of different meals labeled with their names (e.g.,
"pizza," "salad," "pasta").
A daily routine chart featuring phrases like "wake up," "brush teeth," "go to school."
A seasons and weather chart with words like "summer – hot" and "winter – cold."
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By presenting vocabulary in a meaningful context, students can internalize

words naturally rather than memorizing them in isolation (Mufidah & Khofifah, 2024).
Interactive Engagement
Wall charts should not just be static posters - students must actively interact with
them. Mufidah and Khofifah (2024) found that the use of interactive wall charts
significantly improves students' vocabulary retention.
Ways to Increase Interaction:

 Pointing activities: The teacher describes a word, and students find it on the wall
chart.
 Matching exercises: Students match words with pictures or definitions.
 Student contributions: Allow students to add new vocabulary to the charts.
 Classroom discussions: Use the wall chart as a reference during lessons.

When students are involved in using the wall charts, their engagement and
retention increase significantly (Mariati, 2018).
Repetitive Exposure
Students need constant reinforcement to remember new vocabulary. Wall charts
provide this through repetitive exposure. According to Maharani (2012), repeated
exposure to vocabulary enhances students' ability to retain and recall words.
Ways to Reinforce Learning:
Referring to the charts daily: Use them in every lesson.
Reviewing before tests: Ask students to find words they learned.
Using wall charts for storytelling: Have students create sentences using words from the
chart.
The more often students see and interact with vocabulary, the stronger their
retention will be (Azizah, 2016).
Categorization of Vocabulary
Grouping vocabulary into logical categories makes it easier for students to learn
and recall words. Wall charts should be organized to include:
Word families (e.g., "run, running, runner").
Synonyms and antonyms (e.g., "big – large," "happy – sad").
Parts of speech (nouns, verbs, adjectives).
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Categorization helps students recognize patterns in language, which enhances

their understanding (Fitria, Ali, & Rafsanjani, 2020).
Multimodal Learning
Not all students learn the same way. Wall charts should include visual, auditory,
and kinesthetic elements to support different learning styles and incorporating multiple
learning modalities makes vocabulary acquisition more effective.
Elements of an Effective Wall Chart:

 Images for visual learners.

 Color-coded categories for better organization.
 Phonetic transcription to help with pronunciation.

A multimodal approach makes vocabulary learning more accessible to all

students (Mariati, 2018).
2.3.2. The Benefits of Wall Charts in Language Learning
Wall charts offer numerous benefits for vocabulary acquisition and language
learning. When used effectively, they enhance memory retention, student engagement,
and overall comprehension.
Enhancing Memory Retention
Memory plays a crucial role in learning a new language. Repeated exposure to
vocabulary helps reinforce words in a learner’s long-term memory. According to
Maharani (2012), wall charts contribute to this process by:

 Providing visual reinforcement, making words easier to recall.

 Helping students’ associate images with words, which strengthen memory
connections.
 Serving as a continuous reference, allowing learners to review vocabulary
passively and actively.

Increasing Student Engagement

Wall charts create an interactive learning environment that encourages students
to actively participate in the learning process. This leads to:

 Higher motivation to learn new words.

 Better classroom participation as students engage with visual aids.
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 A fun and stimulating learning experience, which reduces language

Interactive wall charts, where students contribute by adding words, drawing

images, or answering questions, make language learning more dynamic and enjoyable
(Fitria, Ali, & Rafsanjani, 2020).
Supporting Differentiated Learning
Every student learns differently. Wall charts cater to multiple learning styles,
making them an inclusive tool for language education.
Visual learners benefit from color-coded words, images, and structured organization.
Auditory learners can use phonetic transcriptions and listen to pronunciation guides
linked to the charts.
Kinesthetic learners can engage in physical activities, such as pointing games or
matching words.
By addressing different learning styles, wall charts ensure that all students can
benefit from vocabulary instruction.
Creating an Immersive Learning Environment
A language-rich environment helps students absorb vocabulary naturally. When
classrooms are filled with wall charts displaying key vocabulary, students are constantly
exposed to the target language. This leads to:

 Improved spontaneous recall of words.

 Greater comfort in using the language due to constant exposure.
 A stronger connection between written and spoken words, helping in
pronunciation and comprehension.

Teachers who integrate wall charts into daily lessons create a supportive and
immersive language environment (Azizah, 2016).
2.3.3 Designing Effective Wall Charts
Creating well-designed wall charts is essential for maximizing their
effectiveness in vocabulary learning. A poorly designed chart can confuse students,
while a clear, engaging, and well-organized chart enhances comprehension and
retention.
Key Elements of an Effective Wall Chart
A good wall chart should have the following features:
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Clear and Readable Text

 Use large, bold fonts that are easy to read from a distance.
 Avoid excessive text; keep phrases short and to the point.

Use contrast colors (e.g., black text on a white background) for visibility.
According to Maharani (2012), the clarity of text in wall charts directly
influences students' ability to absorb and recall vocabulary, as well-structured visual
aids reduce cognitive load and improve learning efficiency.
Engaging Visuals

 Include high-quality images or illustrations to support word meanings.

 Use real-life photos whenever possible to create authentic connections.
 Ensure that pictures are relevant and culturally appropriate for learners.

Research by Fitria, Ali, & Rafsanjani, (2020) highlights that visuals play a
crucial role in vocabulary acquisition, as they strengthen the connection between words
and their meanings, making learning more memorable.
Color Coding for Organization
A study by Mufidah & Khofifah (2024) found that color coding enhances
vocabulary retention by helping students categorize words, making recall faster and
more efficient.

 Colors help students identify patterns in language more easily.

 Use them for categories, such as nouns in blue, verbs in green, adjectives in red.

Phonetic Pronunciation Guides

According to Azizah (2016), pronunciation guides significantly improve students’
speaking accuracy, as they reinforce correct articulation and reduce mispronunciations
in language learning.
For new vocabulary, include phonetic transcriptions (e.g., ‘delicious’ [dɪˈlɪʃəs])
to aid pronunciation. Optionally, provide audio recordings of correct pronunciation.
2.4 Types of Wall Charts for Vocabulary Learning
There are various types of wall charts can be used to facilitate vocabulary
learning that are follow:
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 Picture Dictionaries: These charts display vocabulary items with corresponding

images.
 Thematic Vocabulary Charts: These charts organize vocabulary by topic (e.g.,
food, animals, transportation).
 Word Family Charts: These charts illustrate word roots, prefixes, and suffixes
and provide examples of related words.
 Grammar Charts: These charts present grammar rules, sentence structures, and
verb conjugations.
 Pronunciation Charts: These charts show the phonetic alphabet and provide
visual cues for pronunciation.
 Word of the Day Charts: Charts showcasing a new word and its meaning, usage,
and example sentences.

2.4.1 Placement and Usage in the Classroom

Strategic Placement:
Maharani (2012) notes that strategic placement of wall charts ensures maximum
engagement, as students are more likely to use them if they are easily accessible.

 Position wall charts at eye level where students can easily see them.
 Place frequently used vocabulary charts near the whiteboard or learning area.
 Rotate charts periodically to maintain student interest.

2.4.2. Classroom Activities Using Wall Charts

Fitria, Ali, & Rafsanjani (2020), highlight interactive activities involving wall
charts enhance student engagement and encourage active participation in vocabulary
learning.
Vocabulary scavenger hunt: Students find words on the chart based on teacher
clues.
Word association games: Have students create new sentences using words from
the chart.
Group discussions: Use the chart as a reference when practicing conversations.
2.4.3. Challenges in Using Wall Charts and Possible Solutions
Despite the many benefits of wall charts in language learning, teachers often
face challenges when implementing them in the classroom. Understanding these
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challenges and finding solutions is essential for maximizing the effectiveness of wall
charts.
Challenge: Limited Space in the Classroom
In some classrooms, there may be limited wall space for large charts, making it
difficult to display charts for every topic or vocabulary set.

Possible Solutions:

 Rotating Charts: Instead of keeping all charts up at once, teachers can rotate
them weekly to ensure that each topic gets attention.
 Digital Wall Charts: Teachers can use projectors or interactive whiteboards to
display wall charts on a larger screen, which can also be easily updated.

Challenge: Keeping Students Engaged with Static Charts

Wall charts can become boring if students stop interacting with them, especially
if the charts are static and remain unchanged for long periods (Mufidah & Khofifah,
2024).
Possible Solutions:

 Interactive Wall Charts: Make the charts dynamic by allowing students to

contribute. For example, students can add new words, images, or examples
 Use of Games: Integrate games and competitions where students need to refer to
the wall charts for answers (e.g., "Find the word that means ‘big’")
 Frequent Updates: Regularly update the charts to keep them relevant and
engaging. You could add new vocabulary every month and change the format or
focus of the charts.

Challenge: Language Barriers with Diverse Learners

In classrooms with students of diverse language backgrounds, wall charts might
not be effective for beginners who struggle to understand English vocabulary without
sufficient context (Fitria, Ali, & Rafsanjani, 2020).
Possible Solutions:

 Bilingual Charts: For beginner students, consider bilingual charts with

translations in students’ native languages.
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 Simple Language: Use simple language and visual aids to support

understanding. Ensure that vocabulary is presented alongside clear, culturally
appropriate images.
 Contextualization: Use real-life examples and situational context for the
vocabulary, making it easier for students to relate and understand the words.

Challenge: Limited Student Interaction with Wall Charts

If wall charts are placed on the wall and simply left there, students may not
engage with them enough to truly benefit from the visual learning they offer (Azizah,
2016).
Possible Solutions:

 Frequent Interaction: Use the wall charts in daily classroom activities. For
example, ask students to point out words, read aloud from the chart, or write
sentences using the words from the chart.
 Group Work: Have students work in groups where they interact with wall charts,
whether by matching words to pictures or creating sentences with the vocabulary
presented.
 Student-led Contributions: Allow students to create their own wall charts,
promoting ownership and deeper engagement. For instance, students could work
together to make a chart of their favorite vocabulary words.

Challenge: Overloading Charts with Information

Overloading a wall chart with too much information can lead to confusion and
reduce the chart’s effectiveness (Maharani, 2012). Students may feel overwhelmed by
excessive words, images, or text.
Possible Solutions:

 Focus on Key Vocabulary: Keep the wall charts focused on core vocabulary
related to a specific theme or lesson
 Break down Information: Consider creating multiple charts that focus on
different aspects of a topic (e.g., one chart for verbs, another for adjectives)
instead of combining them into one overloaded chart.
 Minimalist Design: Use a simple, minimalist design that highlights important
words and concepts without overwhelming.
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3. Conclusion

Wall charts are an effective and versatile tool in the language learning
classroom. They offer visual aids that support vocabulary acquisition, language
comprehension, and classroom engagement. The benefits of wall charts include
enhancing memory retention, encouraging active participation, and promoting
contextual learning. By integrating well-designed charts into lessons, teachers can
support a multisensory approach to language learning, benefiting students with various
learning styles, However for wall charts to be truly effective, teachers must consider the
classroom context, the students' needs, and the design principles discussed in this paper.
While there are some challenges associated with the use of wall charts, such as limited
space and the risk of overloading students with information, these challenges can be
overcome with proper planning and creativity.
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4. References
Azizah, S. M. (2016). The use of wall chart to improve students’ vocabulary mastery at
grade IV students of SDN Gambiranom in the academic year 2015/2016
(Undergraduate thesis).
Brown, H. D. (2013). Principles of language learning and teaching. Pearson Education.
Eppler, M. J. (2006). A comparison of concept mapping and mind mapping as
knowledge management tools. Knowledge Organization
Fitria, N., Ali, S., & Rafsanjani. (2020). The use of wall chart media to improve
students’ vocabulary mastery.
Gillet, J. W., & Temple, C. (2010). Understanding reading problems: Assessment and
instruction. Pearson Education.
Harmer, J. (2015). The practice of English language teaching. Pearson Education.
Kang, N. J. (2015). English learning areas in pre-primary classrooms: An Investigation
of their effectiveness. London: British Council.

Lightbown, P. M., & Spada, N. (2013). How languages are learned. Oxford University
Press.
Maharani, N. (2012). Improving students’ vocabulary mastery through the use of wall
charts in the fifth grade of elementary school (Undergraduate thesis).
Mariati, Y. A. (2018). The use of wall charts as media to teach vocabulary.
Molenda, M. (2007). In search of the elusive ADDIE model. Performance Improvement
Mufidah, Z. M., & Khofifah, K. (2024). The implementation of wall chart media to
improve students’ vocabulary mastery in EFL classroom. Journal of Language
Intelligence and Culture, 6(1).
Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language
teaching. Cambridge University Press.
Shapiro, B. L., & Kurtz, M. J. (2013). Effective teaching: Methods and techniques.
Pearson Education.
Smaldino, S. E., Lowther, D. L., & Russell, J. D. (2012). Instructional technology and
media for learning. Pearson Education.
Sudarsono, S. (2020). The use of wall charts as media to teach vocabulary.