VietTESOL International Convention 2026

This study investigates the effectiveness of personalized AI-generated vocabulary infographics in improving vocabulary retention and learner engagement among Vietnamese upper-secondary EFL students. Drawing on Dual-Coding Theory and the Affective Filter Hypothesis, the study explored whether contextualized visual materials generated from students’ real-life photographs could facilitate more meaningful vocabulary learning than traditional flashcard-based instruction. A mixed-methods quasi-experimental design was employed with 87 Grade 11 students at a public high school in Vietnam over a six-week intervention period. The experimental group learned vocabulary through multimodal AI-generated infographic posters created from familiar local contexts such as classrooms, cafés, and study spaces, while the control group used conventional vocabulary flashcards. Data were collected through vocabulary pre- and post-tests, learner satisfaction questionnaires, and semi-structured interviews. The findings indicated that students exposed to personalized infographic materials demonstrated significantly higher vocabulary retention and contextual usage. Qualitative data further revealed increased learner motivation, emotional connection, and reduced vocabulary learning anxiety. The study highlights the pedagogical potential of generative AI as a practical tool for developing localized, visually engaging, and emotionally meaningful vocabulary materials in Vietnamese EFL classrooms.