Year: 2015
Type: conference-paper
Study design: Clinical Trial
Abstract: Vocabulary functions as an existential foundation for language. Furthermore, vocabulary learning is one of the most problematic fields in second language learning. It has attracted cynosure of a wealth of studies in recent years. However, the fact that majority of Iranian second language (L2) learners have learnt English through traditional methods has compounded the problem. To arrive at a better understanding of this problem, this study compared the effect of visual cues versus textual input-enhancement on vocabulary learning of Iranian intermediate EFL learners. A predominantly quantitative approach, along with a quasi-experimental design, was used. 90 EFL learners were selected and, following a pre-test, were randomly assigned to two experimental groups (visual cues and textual input-enhancement) and a control group. After the treatment, a post-test was administered for all groups. Thorough analysis of the data obtained using paired t-test and one-way ANOVA, it was indicated that visual cues have a significant impact on vocabulary learning of Iranian intermediate EFL learners.
Authors: Farzad Mashhadi, Golnaz Jamalifar
Institution: Islamic Azad University, Isfahan
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W906499364