خلاصة:
This study examined the effectiveness of using visual vocabulary application on Iranian EFL learners’ vocabulary knowledge. To this end, 42 intermediated EFL learners were selected as the participants of the study and divided into two groups of 21- experimental and control. Then, the groups took a pre-test of vocabulary. After that, the experimental group received the treatment thorough visual vocabulary application. On the other hand, the control group participants were taught vocabulary items traditionally. After teaching all vocabulary items, a vocabulary post-test was administered to the participants of both groups to measure the effect of the treatment on their vocabulary development. The results of paired samples t-test and independent samples t-test indicated that that the experimental group outperformed the control group on the post-test. The results also indicated that there was a significant difference between the post-tests of both groups in favor of the experimental group. Finally, implications arising from the findings and suggestions for further research were explained.
ملخص الجهاز:
Effectiveness of Using Visual Vocabulary Application on Iranian EFL Learners’ Vocabulary Knowledge Arash Hashemifardnia1, Ehsan Namaziandost1*, Samir Alekasir2, Shabnam Mahdizadeh Khodayari3 Department of English, Faculty of Humanities, Shahrekord Branch, Islamic Azad University,Shahrekord, Iran1Department of English, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran2 Department of English Language and Literature, Islamic Azad University, Central Tehran Branch, Tehran, Iran3 e.
We frequently see that different types of technological devices including mobile phones, tablets, computers and many applications are used around the worlds to help EFL learners learn English language more efficiently.
In fact, mobile learning can provide new chances to follow educational materials, overcoming many limitations about times and places most suitable for learner access (Romero, Zarraonandia, Aedo, & Díaz, 2010).
The quantitative data revealed positive change in learners’ performance and the questionnaire analysis indicated that using the applications helped enhance learning of vocabulary, confidence, class participation and that, students had a positive tendency toward the use of multimedia in education.
Therefore, regarding the popularity and usefulness of technological devices and mobile applications in English language learning, this study intends to examine the effectiveness of visual vocabulary application on Iranian EFL learners’ vocabulary knowledge.
g. , Alemi, Sarab, & Lari, 2012; Stockwell, 2010; Tosuna, 2015) which showed that there was no statistically significant difference in the effect of using mobile devices on vocabulary learning.
The findings of this study are supported by Hashemifardnia, Namaziandost, and Rahimi Esfahani (2018) who investigated the effects of using WhatsApp on Iranian EFL learners’ vocabulary learning.