The Effect of Virtual Instruction via Imo Application on Intrinsicmotivated and Extrinsic-motivated EFL Learners VocabularyDevelopment

Virtual instruction gives the chance of using a personable portable device to enhance learning and presents it the anytime, anyplace feature (Fuente, 2014). There is an increase in the use of virtual instruction in botheducational purposes and personal usage all over the world (Ducate & Lomicka, 2013). The current study was anattempt to investigate the effect of virtualinstruction via imo application on intrinsic-motivated and extrinicmotivatedEFL learners vocabulary development. To this end, 60 Iranian EFL learners from two languageinstitutes in Yasuj, Iran, were selected based on convenience random sampling. Second, the selected participantstook the motivation questionnaire. In terms of the questionnaire results, the participants were divided into theextrinsic-motivated and intrinsic-motivated learners. Both groups had a virtual instruction via Imo applicationwithin six sessions. Prior to the instruction, the vocabulary pretest was administered to ensure the homogeneity ofthe two groups regarding the vocabulary proficiency. After the instruction, the posttest was conducted to comparegroups’ vocabulary development through independent samples t-test. The findings revealed that the virtualinstruction was more effective on Iranian EFL extrinsic-motivated learners than Iranian EFL intrinsic-motivatedlearners.

Keywords:

Virtual Instruction , Imo Application , Iranian Extrinsic Motivated Learners , Iranian Intrinsic Motivated Learners , Vocabulary Development