THE USE OF VISUAL IMAGES TO IMPROVE ENGLISH NARRATIVE WRITING SKILL FOR GRADE FOUR BHUTANESE STUDENTS
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Abstract
This study aimed to explore the effectiveness of visual images in enhancing the English narrative writing skills of Grade Four Bhutanese students and to assess their learning satisfaction with this instructional strategy. A quasi-experimental design incorporating both quantitative and qualitative approaches was employed for data collection. Quantitative data were gathered through narrative writing assessments (pretest and posttest), while qualitative insights were obtained via semi-structured interviews.
Analysis of the quantitative data using a paired sample t-test revealed significant improvement in students' posttest performance, with all participants achieving higher scores compared to the pretest. The posttest mean score (M = 11.26) was substantially higher than the pretest mean (M = 6.75), yielding a mean difference of 4.51. This difference was statistically significant at the p < .001 level, indicating that the integration of visual images in storytelling effectively enhanced narrative writing skills. Qualitative findings further supported this conclusion, highlighting that the use of visual images not only increased students’ satisfaction with the learning process but also boosted their motivation and confidence in writing.
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