Attitudes of the Tenth Grade Learners Towards the Use of Infographics in Hodeida Governorate
This study aimed to investigate tenth-grade learners' attitudes toward the use of infographics in English language classrooms at schools in Hodeida Governorate. A quasi-experimental design was adopted using the control-and-experiment-groups method as well as pre- and post-tests. Data were collected through a 31-item closed-ended attitude scale based on a five-point Likert format. The attitude scale was administered to both groups (experimental and control) before and after the instructional intervention. The experimental group was taught using 40 infographics-based instructional materials, including pictures, tables, charts, drawings, and graphs, whereas the control group received instruction through the traditional teaching method.
The study sample consisted of 80 tenth-grade learners (40 in each group) from various schools during the 2025/2026 academic year. The results revealed statistically significant differences (p ≤ 0.05) in favor of the experimental group in the post-test, indicating a positive shift in learners' attitudes toward the use of infographics in teaching English. These findings suggest that integrating infographics into English language instruction can effectively enhance learner engagement and positive perceptions of learning. Accordingly, the study recommends that diverse visual materials be incorporated into English classroom teaching and that further research be conducted in different educational contexts to explore the broader impact of infographics-based instruction on learning English as a foreign language.
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