Abstract:
This study aimed to investigate the effect of pre-teaching new vocabulary items via audio-visuals on Iranian EFLlearners’ reading comprehension ability. The question this study tried to answer is if pre-teaching new vocabularyitems via audio-visuals have any effect on Iranian EFL learners’ reading comprehension ability. To find the answer tothe question, 30 intermediate level students from Rasht language institutes were selected via administrating OPT
which divided them into two groups. They were both male and female. Intermediate level students were used for thecurrent study because they were learning all skills of language at the same time, they were familiar with some words,and their English proficiency was enough to speak English and understand the importance of reading comprehension.The students were one experimental group (pre-teaching new vocabulary items via audio-visuals) and one control
group (a placebo, teaching L2 reading comprehension via the existing method). The research was conducted duringlearners’ classes within 5 sessions in summer course, 2016. The results indicated that pre-teaching new vocabularyitems via audio-visuals affected positively the participant Iranian EFL learners’ reading comprehension ability.
Machine summary:
"The Effect of Pre-Teaching New Vocabulary Items via Audio-Visuals on Iranian EFL Learners’ Reading Comprehension Ability Seyed Mohsen Mirhosseini Chahardeh1 & Reza Khorasani2 1.
com Received: September 10, 2017 Accepted: December 20, 2017 Online Published: March 20, 2018 Abstract This study aimed to investigate the effect of pre-teaching new vocabulary items via audio-visuals on Iranian EFL learners’ reading comprehension ability.
The question this study tried to answer is if pre-teaching new vocabulary items via audio-visuals have any effect on Iranian EFL learners’ reading comprehension ability.
To test the research hypothesis, stating that the use of pre-teaching new vocabulary via audio-visuals does not have any significant effect on improving Iranian EFL learners’ reading comprehension ability, first, an independent samples t-test was implemented to compare the experimental and control groups’ mean scores on the reading comprehension pretest and the effect size was calculated.
In the second stage, an independent t-test was run to compare the experimental and control groups’ mean scores on the posttest in order to probe the effect of pre-teaching new vocabulary via audio-visuals on improving the learners’ reading comprehension ability.
5. Discussion and Conclusion The findings of the current study indicated that using pre-teaching new vocabulary items via audio-visuals in teaching English reading comprehension could result in a better performance of language learners in a test of English reading comprehension.
Despite all attempts made in this study to see the possible effect of using pre-teaching new vocabulary items via audio-visual task on the participants’ achievement in English reading comprehension, the results seemed to be applicable to university levels as well."