VISUAL SCAFFOLDING IN THE YOUNG LEARNER EFL CLASSROOM: INTEGRATING SKETCHING AND MIND MAPPING FOR ENHANCED VOCABULARY RETENTION
VISUAL SCAFFOLDING IN THE YOUNG LEARNER EFL CLASSROOM: INTEGRATING SKETCHING AND MIND MAPPING FOR ENHANCED VOCABULARY RETENTION

Summary/Abstract: This article explores the effectiveness of implementing sketching and mind mapping as cognitive strategies to enhance vocabulary retention among primary school students of English (ages 7-11) as a Foreign Language (EFL). As traditional rote memorization methods lose their appeal and fail to fully engage students' cognitive potential, the integrated use of visual representation (sketching) and hierarchical information processing (mind mapping) increases student engagement and fosters long-term retention skills. Drawing upon Tony Buzan’s concept of Radiant Thinking and Allan Paivio’s Dual Coding Theory, this study analyzes how these multisensory resources streamline information processing. The paper discusses the transition from individual lexical encoding to semantic networking, providing a detailed framework for the pedagogical implementation of these interrelated tools. Furthermore, it addresses potential challenges, such as time management constraints and "artistic anxiety" among learners. The findings suggest that "thinking through drawing" not only improves lexical recall but also fosters a more dynamic and positive learning environment

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