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Previous research into the roles images play in language learning materials have largely focused on a binary classification system of either decorative or educational (Hill, 2003; Romney & Bell, 2011), but researchers have noted that this system seems inadequate (Romney, 2017). This paper reports the results of using a three-category classification system of decorative, instructional, and supportive. Images in three ELT textbooks were analyzed. Results show that the majority of images were neither decorative nor instructional but reinforced learning, e.g. by dual coding (Mayer, 2009), and were best classified as supportive, demonstrating the need for a more robust classification system.