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

Vocabulary learning in a foreign language is challenging and requires using an appropriate method. To this end, 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 quasi-experimental design. It was carried out in the Imam Khomeini high school under academic year ۲۰۲۲/۲۰۲۳. To conduct the study, out of ۷۹ high school EFL learners ۶۰ homogeneous students were chosen as participants of the study. Then, they assigned into two classes each with ۳۰ learners. The researcher randomly selected one of the classes with ۳۰ students as the experimental group and another class with ۳۰ students as the control group. The homogeneity of the groups was checked through PET test. Before manipulating treatment, both groups were initially compared through pre-test in order 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. A vocabulary-based test, acting as post-test, was conducted after the treatment. The results of Independent-Samples t-test on the post-test scores of both groups revealed that the experimental group significantly outperformed the control group after the treatment. Based on the findings, the study recommended the necessity of implementing the visual aids in teaching English vocabulary to bring about better outcomes in students' achievements of English language. In the light of the findings, the researcher suggested some practical implications which can be useful and instructional to teachers, researchers, learners and also syllabus designers.

Keywords:

EFL Learners , visual aids , vocabulary learning