LEARNER-GENERATED DRAWING AS A STRATEGY FOR VOCABULARY ACQUISITION AND CRITICAL THINKING DEVELOPMENT IN B1–B2 EFL LEARNERS: THEORETICAL FOUNDATIONS AND RESEARCH DESIGN

Abstract

The thesis substantiates the use of learner-generated drawing as a strategy for learning English vocabulary and developing critical thinking. Based on dual coding theory, the levels-of-processing framework, the involvement load hypothesis and research on the “drawing effect”, it proposes the See – Draw – Say – Justify technique for B1–B2 learners and describes a quasi-experimental design for testing its effectiveness.