Writing skill through the visual learning method in young adults

Abstract

This research explored the relationship between the Visual Learning Method and the development of writing skills in young adults studying English as a foreign language. The study aimed to analyze the role of visual learning in enhancing writing competence, describe visual techniques that promote written expression, and examine educators’ perceptions of this pedagogical method. A qualitative phenomenological design was used, collecting data through semi-structured interviews with five English teachers from educational institutions in La Libertad, Ecuador. The data were categorized and analyzed to identify recurring perceptions and teaching practices. Findings revealed that the Visual Learning Method supports writing development by helping learners organize ideas, increase comprehension, and strengthen coherence in text production. Teachers reported that visual resources such as infographics, mind maps, and posters stimulated creativity and engagement in writing tasks. However, they also highlighted challenges such as overreliance on visuals, technological limitations, and the need for teacher training. The study concluded that the Visual Learning Method facilitates comprehension, fosters creativity, and enhances students’ ability to construct written texts when implemented strategically. Consequently, the method can be a valuable pedagogical approach in English language education when combined with reflection, digital tools, and balanced instruction that encourages independent writing skills.