10.30495/jntell.2023.1977352.1042

Multimodal and Audio-visual Vocabulary Input in a MALL Environment and its Effect on Iranian EFL Learners 'Motivation and Reading ComprehensionAbility

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  • Maryam Neshaee Moghaddam*1,
  1. Ph.D. Candidate, Department of English Language, Islamic Azad University, Qaemshahr Branch, Qameshahr, Iran

Revised: 2023-01-10

Accepted: 2023-01-31

Published in Issue 2023-01-01

Copyright (c) 2024 Journal of New Trends in English Language Learning (JNTELL)

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite

Neshaee Moghaddam, M. (2023). Multimodal and Audio-visual Vocabulary Input in a MALL Environment and its Effect on Iranian EFL Learners ’Motivation and Reading ComprehensionAbility. Journal of New Trends in English Language Learning (JNTELL), 2(1), 43-55. https://doi.org/10.30495/jntell.2023.1977352.1042
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Abstract

Reading is one of the English skills that Iranian students need to be good for a variety of reasons. Also, no individual can
underestimate the role of vocabulary in mastering English language. Integration multimodal technology in instructing vocabulary
is a new era in ELT which has not been studied enough in Iran. Therefore, the present study investigated the effect of multimodal
and audio-visual vocabulary input in a MALL environment on Iranian EFL learners' Motivation and reading comprehension
ability. In order to carry out this study, the current paper used a quantitative design. The researcher in an experimental design,
examined the effect of two types of input, namely, multimodal and audio visual on reading ability and motivation of intermediate
EFL learners. The participants were 80 EFL students at intermediate level that had 10 sessions of treatment. They were divided
into two experimental groups and pretest was assigned to them. After receiving the inputs (treatment), the participants took part
in reading comprehension test again as their posttest, and MRP-R reading survey to measure any changes in their motivation.
The results revealed that the treatments (audio-visual vocabulary input & multimodal vocabulary input) of the study were
effective, and the second group (Multimodal input group) had better results. Another result of the study was the effectiveness of
MALL environment in conducting such treatments. Findings can help the related literature to add the knowledge about the
pedagogical methods of multimodality. In addition, teachers will be aware of the effects of multimodality on students’
vocabulary knowledge and reading skill

Keywords

  • Multimodal Vocabulary,
  • Audio-visual Vocabulary,
  • MALL Environment,
  • Reading Comprehension
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