Journal of new advances in English Language Teaching and Applied Linguistics

Journal of new advances in English Language Teaching and Applied Linguistics

The Effect of Visual Aids on Vocabulary Learning among Iranian EFL Learners

Document Type : Original Article

Authors
Department of English Language Teaching, Tabriz Branch, Islamic Azad University, Tabriz, Iran
10.22034/jeltal.2023.5.2.8
Abstract
The present
research aimed to investigate the effect of visual aids as a teaching and learning tool on high
school EFL learners’ vocabulary learning. This research is a quantitative research with a quasi-experimental
design. It was conducted in the Imam Khomeini High School during the academic
year 2022/2023 in Tabriz, East Azerbaijan. To conduct the study, out of 79 high school EFL
learners 60 homogeneous students were chosen as participants. All of them were intermediate
level learners of English. Then, they were assigned to two classes each with 30 learners. The
homogeneity of the groups was checked through the PET test. Besides, a pre-test was used to
check their vocabulary knowledge at the onset of research. The experimental group experienced
vocabulary learning through visual aids. In contrast, the control group was taught the same
materials through the conventional method. It means teacher explained the meaning of words in
English, Persian or Turkish. Students also tried to find the meaning in dictionary. A vocabulary-based
test, acting as a post-test, was conducted after the treatment. The results of the
Independent-Samples t-test on the post-test scores of both groups showed that the experimental
group acted better than the control group. The study proves the need for visual aids in teaching
English vocabulary to bring about better outcomes in students' achievements in the English
language. The researchers suggested some practical implications that can be useful and
instructional to syllabus designers as visual aids are effective means to stimulate further
activities.
Keywords

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Volume 5, Issue 2 - Serial Number 2
September 2023
Pages 1393-1407

  • Receive Date 18 September 2023
  • Revise Date 22 December 2023
  • Accept Date 24 December 2023