The Effects of Two Modes of Pictorial Presentation of Vocabulary on Elementary EFL Learners’ Retention

The Effects of Two Modes of Pictorial Presentation of Vocabulary on Elementary EFL Learners’ Retention

The purpose of the present study is to examine the effects of two modes of pictorial presentation of vocabulary on elementary EFL students’ retention. The study relies on Dual Coding Theory and Additivity Hypothesis, both of which emphasize the additive effect of images on recall. To that end, 75 male students in grade three of junior high school were selected as the participants of the study and were randomly divided into three groups of still picture experimental, motion picture experimental, and control groups. During the six sessions of treatment, 30 new words were taught, while the experimental groups received the words visually, and the control group in traditional way. The participants were tested for their memory of the target items twice: immediately at the end of the course to assess their short-term memory and three weeks after the final exam to test their long-term retention. The obtained results demonstrated the positive effects of both modes of pictorial presentation on the learners’ retention of words. Furthermore, teaching vocabulary using motion picture mode was found to be more effective.

The purpose of the present study is to examine the effects of two modes of pictorial presentation of vocabulary on elementary EFL students’ retention. The study relies on Dual Coding Theory and Additivity Hypothesis, both of which emphasize the additive effect of images on recall. To that end, 75 male students in grade three of junior high school were selected as the participants of the study and were randomly divided into three groups of still picture experimental, motion picture experimental, and control groups. During the six sessions of treatment, 30 new words were taught, while the experimental groups received the words visually, and the control group in traditional way. The participants were tested for their memory of the target items twice: immediately at the end of the course to assess their short-term memory and three weeks after the final exam to test their long-term retention. The obtained results demonstrated the positive effects of both modes of pictorial presentation on the learners’ retention of words. Furthermore, teaching vocabulary using motion picture mode was found to be more effective.