Innovation in Language Learning

Edition 17

Accepted Abstracts

The Effect of Input Variation on EFL Learners’ Vocabulary Achievement

Nassim Shangarffam, Islamic Azad University Central Teheran Branch (Iran, Islamic Republic of)

Abstract

The research study was an attempt to investigate the comparative effect of visual and semantic input enhancement, use of mnemonics, semantic mapping, teacher-constructed and cooperatively-constructed concept maps on vocabulary achievement and speaking ability of Iranian EFL learners. To this end, 210 learners were chosen as a homogeneous sample based on the score they achieved on a piloted sample Preliminary English Test (PET) and a vocabulary achievement test. These learners were then randomly divided into seven experimental groups of 30, with each group receiving one of the six kinds of input during an intervention period of 15 sessions. After the treatment was over, two piloted post-tests namely, a PET speaking test and a vocabulary achievement test were administered to them. As for testing the null hypotheses, MANOVA and Independent Samples T-tests were used. The series of results led to the conclusion that visual input enhancement had a more significant positive effect on the EFL learners’ vocabulary learning than semantic input enhancement. Also, it was found that there was no significant difference between using mnemonic techniques and semantic mapping strategy on learners’ vocabulary achievement. Moreover, cooperatively constructed mapping was more effective than teacher constructed mapping on the learners’ vocabulary. The results of the study have implications for learners, teachers, and materials developers.

Keywords: Cooperatively-Constructed Concept Maps, Mnemonics, Teacher-Constructed Concept Maps, Semantic Input, Semantic Mapping, Student-Constructed Concept Maps, Visual Input, Vocabulary Achievement;

 

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