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Volume 8, Issue 4 (12-2025)
JSAL 2025, 8(4): 21-35 |
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Najafi Sarem S, Naghavi M M, Lotfi A H. (2025). The Impact of Vocabulary Instruction Methods (T-Coding vs. Picture Presentation) on Iranian EFL Learners’ Vocabulary Gain and Retention [In English]. JSAL. 8(4), 21-35.
URL: http://jsal.ierf.ir/article-1-217-en.html
URL: http://jsal.ierf.ir/article-1-217-en.html
1- Department of English Language, Ha.C., Islamic Azad University, Hamedan, Iran , saeidnajafi@iau.ac.ir
2- Department of English Language, Ha.C., Islamic Azad University, Hamedan, Iran
3- Department of English, Faculty of Humanities, Bu-Ali Sina University, Hamedan, Iran
2- Department of English Language, Ha.C., Islamic Azad University, Hamedan, Iran
3- Department of English, Faculty of Humanities, Bu-Ali Sina University, Hamedan, Iran
Abstract: (27 Views)
The acquisition of vocabulary has been recognized for a long time as a major component of second and foreign language learning and is crucial for learners' communicative competence and academic achievement. Even though vocabulary instruction is important, questions remain regarding the most effective methods for instructional techniques in EFL contexts. The current study aimed to explore the influences of two vocabulary presentation methods to investigate their effects on vocabulary gain and retention compared to a traditional word-list lesson - T-Coding and Picture Presentation. The study's evidence used a two-way within-between subjects' design. A pre-test was administered to assess the participants’ prior vocabulary knowledge and to provide assurance of group homogeneity prior to the treatment. The duration of the treatment lasted for 10 weeks, during which time each group received instruction using one of the methods. The T-Coding group received instruction using a mnemonic approach where new English words were associated with similar-sounding Persian words using a series of coded sentences in which the same phrase was repeated each week. The Picture group, on the other hand, learned vocabulary using pictures. The control group used standard word lists of English words with their Persian equivalents. Immediately following the treatment, a post-test developed by the researcher was used to assess short-term vocabulary gain. Two weeks after the post-test a delayed post-test was used to assess retention. A total of 54 third-grade high school students participated in the study (T-Coding = 21, Picture = 17, Control = 16). The data were evaluated by using a multilevel model of repeated measures ANOVA, and the results disclosed a significant difference between the three groups across time. The T-Coding and the Picture Presentation moderately enhanced learners' vocabulary gain and retention compared to the traditional word-list method, with the T-Coding group achieving the highest mean score among groups. These findings demonstrate the efficacy of mnemonic and imaging techniques to promote deeper cognitive processes and long-term retention of new vocabulary. It is, therefore, suggested that EFL teachers and material developers consider techniques such as T-Coding and Picture Presentation incorporate these strategies in classroom contexts to foster a more effective and pleasurable vocabulary learning experience.
Keywords: EFL Learners, Picture Presentation, T-Coding, Vocabulary Gain and Retention, Vocabulary Instruction Methods
Type of Study: Research |
Subject:
Language Teaching
Received: 2025/10/20 | Accepted: 2025/11/24 | Published: 2025/12/1
Received: 2025/10/20 | Accepted: 2025/11/24 | Published: 2025/12/1
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