Examining Iraqi EFL Teachers' Perception: The Benefit of Using Visual-Based Input to Improve Reading Comprehension
Abstract
This study examines Iraqi EFL teachers' perceptions of using visual-based input to enhance reading comprehension. A descriptive design was employed, combining quantitative data from questionnaire with 50 EFL teachers across Iraqi governorates. The results revealed positive perceptions, with teachers strongly agreeing that visual tools improve information recall, text comprehension, and classroom engagement. While visual aids were deemed highly effective for motivation and enjoyment, their role in fostering critical thinking and peer learning received slightly lower agreement. The findings align with prior research emphasizing the benefits of visual literacy in EFL contexts but highlight areas for further professional development.
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