The Effect of Using Visual Aids, Semantic Elaboration, and Visual Aids plus Semantic Elaboration on Iranian Learners' Vocabulary Learning

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  • Saeideh Ahangari*1,
  • Maryam Amini1,
  • Touran Ahour1,
  1. Department of English Language, Tabriz Branch, Islamic Azad University, Tabriz, Iran

Revised: 2016-08-08

Accepted: 2016-08-08

Published in Issue 2015-12-01

How to Cite

Ahangari, S., Amini, M., & Ahour, T. (2015). The Effect of Using Visual Aids, Semantic Elaboration, and Visual Aids plus Semantic Elaboration on Iranian Learners’ Vocabulary Learning. Journal of Language and Translation, 5(1), 13-21. https://oiccpress.com/ttlt/article/view/15596

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Abstract

This study investigated the effect of using visual aids, semantic elaboration, and visual aids plus semantic elaboration on the Iranian EFL learners' vocabulary learning. To conduct the study, the researchers assigned 49 elementary learners to three homogeneous groups according to their proficiency level. Then, a pre-test of Paribakht and Wesche's Vocabulary Knowledge Scale was given to each group. As the treatment, the first experimental group consisting of 17 learners received visual aids instruction. The second experimental group had 16 learners who received semantic elaboration method. The last experimental group including 16 learners received visual aids plus semantic elaboration instruction. After the treatment, a similar post-test was used again. Then, an ANOVA analysis was run on the data. The results of ANOVA analysis indicated a significant difference in the performance of the learners of three groups in their post-tests. For determining the place of the differences, post hoc test analysis was used. The results demonstrated that the visual aids plus semantic elaboration group outperformed the other two groups.
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