Effect of teachers' using alliterative and rhythmic terms (ARTs) on upper-intermediate Iranian EFL learners' vocabulary development

The current study aimed at investigating the effect of teachers' using alliterative and rhythmic terms (ARTs) on upper-intermediate Iranian EFL learners' vocabulary development. To do so,four upper-intermediate classes were selected and randomly assigned to be the control (=16) and experimental (n=16) groups. Prior to the study, The Vocabulary Level Test (VLT) was administered among both group members to assess their entry level of vocabulary. At the endof the treatment VLT was administered to both groups again, as the design of the study was pre-test posttest quasi-experimental. The result of One-way analysis of Covariance (ANCOVA) suggested that using ARTs affected vocabulary learning in favor of theexperimental group. The findings of the current study can be beneficial for curriculum developers and syllabus designers in general and EFL teachers in particular

کلیدواژه ها:

Alliterative and Rhythmic Terms (ARTs) ، Vocabulary development