The Impact of Active Teaching Methods on Iranian EFL Learners' Vocabulary Achievement and Motivation

This study investigated the effectiveness of active teaching methods on the vocabulary achievement and motivation of ۶۰ Iranian intermediate EFL learners in a middle school context. Using a quasi-experimental design, participants were divided into experimental (n=۳۰) and control (n=۳۰) groups. The experimental group received instruction through active, learner-centered strategies such as collaborative tasks and educational games over eight weeks, while the control group followed traditional methods. Data were collected via pre- and post-tests for vocabulary and a motivation questionnaire. Analysis through t-tests revealed that the experimental group significantly outperformed the control group in both vocabulary acquisition and motivation levels, with a large effect size (d = ۱.۱۲). The findings suggest that shifting from passive to active instruction fosters a more engaging and productive learning environment.

کلیدواژه ها:

Active Teaching ، Vocabulary Achievement ، Learner Motivation ، EFL Learners ، Iranian Middle School