From Pixels to Prose: Teachers’ Views on the Power of Digital Imagery in Early Language Development

Authors

  • Rommel AlAli

    The National Research Center for Giftedness and Creativity, King Faisal University, Al-Ahsa 31982, Saudi Arabia
  • Ali Al-Barakat

    Department of Education, University of Sharjah, Sharjah 27272, United Arab Emirates

    Faculty of Educational Sciences, Yarmouk University, Irbid 21163, Jordan
  • Ruba Fahmi Bataineh

    Faculty of Educational Sciences, Yarmouk University, Irbid 21163, Jordan
  • Mohammad Alqatawna

    The National Research Center for Giftedness and Creativity, King Faisal University, Al-Ahsa 31982, Saudi Arabia

DOI:

https://doi.org/10.30564/fls.v7i2.8186
Received: 12 November 2024 | Revised: 2 January 2025 | Accepted: 10 January 2025 | Published Online: 21 January 2025

Abstract

This study examined how digital imagery contributes to young learners’ language development from the perspective of 856 primary-stage teachers in Riyadh (Saudi Arabia) and Amman (Jordan). The data were collected using a carefully designed and validated survey questionnaire developed by the researchers. The findings revealed that digital imagery significantly supports language development in areas such as vocabulary building, listening comprehension, and reading comprehension. The respondents noted that digital imagery helps young learners make word-meaning associations, which, in turn, facilitates the overall language learning process. Interactive images were also found to promote engagement and motivation among learners through sparking curiosity, fostering creativity, and encouraging active participation in language-related activities. Interestingly, despite differences in the academic qualifications and years of teaching experience among the respondents, reports of the positive effect of digital imagery were nearly unanimous. These findings emphasize the need for both well-thought out integration of digital imagery into early grades language curricula to maximize its benefits. Moreover, they highlight the need for ongoing professional development and training programs to help teachers effectively utilize these tools. By creating dynamic, image-rich learning environments, teachers can enrich young learners’ experiences and allow them opportunities for augmented language development. In light of these findings, the researchers call for further research to explore the ways teachers apply digital imagery across diverse cultural and educational contexts, as well as the challenges they face. Continuous professional support and innovative strategies are recommended to fully harness the transformative potential of digital imagery in the early-grade language classroom.

Keywords:

Constructivism; Digital Imagery; Early Childhood Education; Language Development; Teacher Views; TPACK

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How to Cite

AlAli, R., Al-Barakat, A., Bataineh, R. F., & Alqatawna, M. (2025). From Pixels to Prose: Teachers’ Views on the Power of Digital Imagery in Early Language Development. Forum for Linguistic Studies, 7(2), 160–173. https://doi.org/10.30564/fls.v7i2.8186

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Vol. 7 , Iss. 2 (February 2025): In Progress

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Copyright © 2025 Rommel AlAli, Ali Al-Barakat, Ruba Fahmi Bataineh, Mohammad Alqatawna

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This is an open access article under the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) License.