Thai adult learners' perspectives on the advantages and disadvantages of using picture books as materials for EFL learning

Pictures have been used as a method of connecting real world visual stimuli with written letters for as long as we can remember. Pictures appear in variety of print media, and they can be understood by people regardless of genders, ethnic groups, or nationalities without much difficulty. Picture books, widely used in teaching English as a global lingua franca across many nations, are among the most popular learning materials for young learners developing language literacy. However, as learners grow older and enter adulthood, attitudes toward picture books begin to shift, and their popularity declines—despite numerous accounts of their effectiveness in supporting English vocabulary acquisition in both first (L1) and second (L2) language contexts. The primary objective of this study is to investigate the potential barriers and benefits influencing the use of picture books among adult EFL learners in Thailand. Six participants were selected through purposive sampling, with each pair representing a different age group. Data were collected through interviews, which were subsequently transcribed, analyzed, and categorized. The results revealed that all six participants appreciated the convenience, relatability, and enjoyment provided by picture books. However, key obstacles—such as time constraints, financial costs, limited content depth, and concerns over age appropriateness—were cited as factors hindering their continued use of picture books for English language learning. It was suggested that picture books may be particularly beneficial for learners with no foundational knowledge of English.