The Impact of Virtual Instruction through the IMO Application on the Vocabulary Development of Intrinsically and Extrinsically Motivated Iranian EFL Learners

This study aimed to see how virtual teaching using the IMO program affected the lexical expansion of intrinsically driven and extrinsically motivated EFL learners. Sixty Iranian EFL students from two English language schools in Khorram Abad, Iran, were chosen for this project. The selected participants were then asked to fill out a motivation questionnaire. The individuals were categorized into two groups based on the results of the questionnaire: extrinsically and intrinsically motivated learners. Within three sessions, both groups received virtual education using the IMO program. A vocabulary pretest was conducted before the instruction to determine the homogeneity of the two groups in terms of vocabulary proficiency. After the program, an independent samples t-test was used to compare the groups' vocabulary development. According to the findings, virtual training was more successful in Iranian EFL extrinsically driven learners than in Iranian EFL intrinsically motivated learners.

Keywords:

IMO Application , Virtual Education , Vocabulary Proficiency , Iranian Exstrinsic Motivated Learners , Iranian Intrinsic Motivated Learners.