The Effectiveness of Animated Images on Intentional Vocabulary Learning of Iranian EFL Learners

This study aimed to explore the effect of Graphics Interchange Formats (Gifs) as animated images on Iranian senior high school EFL learners’ intentional vocabulary learning using an online technology, i.e., WhatsApp messenger. To do so, a number of ۳۲ intermediate learners were randomly divided into two groups of the control (n=۱۶) and the experimental (n=۱۶). The experimental group was taught the new vocabulary list accompanied with the relevant GIFs using WhatsApp, whereas the control group was taught the same vocabulary list using conventional teaching method, i.e. receiving the relevant vocabulary definitions. The immediate posttest findings indicated that the vocabulary knowledge of both groups statistically improved after receiving different instructions (p = ۰/۰۰۳ < ۰/۰۵). In addition, the results of the delayed posttest revealed that the conventional method has been effective in vocabulary retention in the control group (p = ۰/۲۱۰ > ۰/۰۵), but the experimental group outperformed the control group (p = ۰/۱۸۸ > ۰/۰۵). Moreover, the participants' attitudes toward using technologies were investigated using an attitude questionnaire for the experimental group. It revealed that they have a moderately positive attitude toward applying technology in educational settings (۱۳۸/۷۵± ۱۴.۵), and factors ۱) benefits of using technology in education (۱۵/۳۶%), and ۲) effectiveness of technological equipment in education (۱۳/۳۵%) explained the greatest amount of variance in the scale. It implies using blended teaching methods in language classes.

کلیدواژه ها:

GIFs ، vocabulary retention ، WhatsApp messenger ، technology ، EFL learners