Farrokhlagha Heidari - Assistant Professor, Department of English Language and Literature, University of Sistan and Baluchestan, Zahedan, Iran
Hossein Nikraftar - M.A. Candidate, Department of English Language and Literature, University of Sistan and Baluchestan, Zahedan, Iran

This study investigated the effect of animated and still pictures on English passive voice learning and compared these new technology assisted methods with traditional grammar teaching methods in Iran. At the outset of the experiment, a placement test was administered to ensure the homogeneity of the learners. Seventy five students who were at the intermediate level were selected and divided into three groups: animated pictures teaching group, still pictures teaching group and control group (real teacher explanation). Then, a pre-test on English passive voice was given to all groups. After eight sessions of treatment, a post-test and a satisfaction questionnaire were administrated. The results showed that the learners’ grammatical knowledge of English passive voice in three groups improved significantly after treatment. However, there was not a significant difference between these teaching modes. Moreover, the questionnaire showed that the students had a positive preference toward animated and still picture grammar teaching modes, however, the difference between the students’ preferences toward teaching modes was not significant. It must never be assumed that specific multimodal teaching will have the same use or will have the same effect on all students. Learner’s developmental level and level of need for cognition should be considered.

Passive Voice Learning, Animated Grammar Teaching, Still Picture Grammar Teaching, Grammatical Knowledge, Learners’ Attitudes