Investigating the Impact of Using Different Forms of Picture Presentation on EFL Learners’ Phrasal Verb Learning and Retention

Document Type : Original Article

Authors

English Department, Faculty of Humanities, Islamic Azad University, Qaemshahr Branch, Qaemshahr, Iran

Abstract

The present study investigated the effect of two picture presentation modes, namely still-picture versus motion-picture presentation on the learning and retention of target vocabulary items (i.e., phrasal verbs) by a group of Iranian EFL learners. To this end, we have selected 90 intermediate EFL learners, and randomly assigned them to two experimental groups and a control group. The experimental groups underwent a particular picture presentation mode while the control group followed the conventional vocabulary learning instruction in place at their language institute. Results of the repeated measures ANCOVA revealed that there was a statistically significant difference in terms of the picture presentation modality used while teaching target vocabulary items and that the difference created a statistically significant effect on the participants' learning and retention of target vocabulary items. In addition, results of the pairwise comparisons revealed that the motion-picture presentation of phrasal verbs was more effective in terms of the vocabulary learning and retention compared with the other two treatments, namely still-picture presentation and regular presentation of phrasal verbs. Collectively, our results are informed by the Dual Coding Theory and Additivity Hypothesis, revealing that pictorial presentation and the motion picture mode are both effective vocabulary instruction methods in terms of vocabulary learning and word retention. The implications and direction for future research are also provided at the very end.

Keywords

References

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History

  • Receive Date: 28 July 2024
  • Revise Date: 20 August 2024
  • Accept Date: 12 September 2024
  • First Publish Date: 03 November 2024
  • Publish Date: 03 November 2024

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