VietTESOL International Convention 2026

This research explores the effectiveness of utilizing "picture diaries" to enhance simple English sentence-writing skills among fourth-grade learners. Conducted at a primary School in Tay Ninh Province, the initiative addresses persistent challenges such as limited vocabulary, grammatical errors, and low student engagement in traditional writing tasks. Rooted in Dual Coding Theory, the pedagogical approach integrates visual imagery with linguistic input to create a more relatable and experiential learning environment. The instructional process follows a three-stage framework: pre-writing to introduce thematic vocabulary and sentence models; while-writing, where students create drawings and write descriptive sentences; and post-writing, involving classroom sharing and positive reinforcement. The research revealed a significant improvement in writing proficiency. Specifically, the percentage of students meeting basic writing standards rose from 34% to 91%. In addition to these quantifiable cognitive advancements, the findings showed a marked increase in student motivation and confidence as they learned to view English as a practical tool for personal expression rather than a repetitive school subject. This framework offers a simple, scalable, and effective model for primary school teachers who are seeking to innovate their instructional practices and reposition English as a functional second language.