Beyond Buildings: A Panofskian Framework for Using Architectural Imagery to Foster Oral Communication Across EFL Textbook Proficiency Levels

Abstract

This study proposes a novel framework for integrating architectural imagery in English as a Foreign Language (EFL) education to foster oral communication, using Panofsky’s iconological model of visual interpretation. Visual input plays a critical role in enhancing comprehension, vocabulary development, and communicative competence in EFL contexts, yet current textbooks often lack a structured approach to leveraging visual progression for language output. Analyzing the Headway EFL textbook series (Beginner to Advanced), this qualitative visual content analysis classified architectural visuals into Panofsky’s three levels—Pre-iconographic, Iconographic, and Iconological—based on complexity, interpretive demand, and symbolic depth. The findings reveal a general alignment between visual complexity and language proficiency levels, supporting the concept of visual scaffolding in oral development. However, inconsistencies were noted, with some visuals misaligned with corresponding CEFR oral tasks. Drawing on these insights, a visual progression model was developed, offering textbook writers and educators practical strategies for aligning imagery with oral competencies. The framework advances EFL pedagogy by emphasizing the narrative and symbolic potential of architectural visuals as tools for critical thinking and communicative interaction. Future research should test the framework across digital platforms and diverse textbook contexts to explore its broader applicability in visual-literate language teaching.