| Comparing the effectiveness of Watching English Learning Animations on Vocabulary Learning by Iranian Impulsive vs. Reflective Elementary EFL Learners |
| کد مقاله : 1149-ELTCONF5-FULL |
| نویسندگان |
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آرزو تیموری1، محمود نبی لو *2، پونه مرادی3 1دانشگاه پیام نور تهران جنوب 2دانشگاه بین المللی امام خمینی (ره) قزوین 3دانشگاه پیام نورشهر ری |
| چکیده مقاله |
| This study examined the effectiveness of watching English learning animations on vocabulary learning of reflective/impulsive Iranian EFL Learners. From among 150 students at Tehran Language Institute, 90 participants were selected based on their performance on the Preliminary English Test (PET). The participants were then divided into two experimental groups (comprising reflective learners and impulsive learners) and one control group labeled as conventional instruction. The instrument used to divide the participants into reflective and impulsive groups was the Eysenck’s (1990) Impulsivity/Reflectivity Questionnaire. The learners in control groups were taught vocabulary through traditional method i.e. learner’s mother tongue and immediate translation of the words and the learners in experimental groups watched animations besides the traditional methods for ten weeks. To measure the vocabulary knowledge of the learners in different groups at the beginning and at the end of the experiment, a pretest and a posttest, each consisting of 40 items on new English words based on their book were used. The statistical analysis of the results showed that the experimental groups (reflective and impulsive) performed better on vocabulary achievement posttest than the control group, and also it was revealed that reflective learners performed better on vocabulary learning than impulsive learners. In sum, watching English learning animations enhanced learners’ vocabulary performance, especially the reflective ones. |
| کلیدواژه ها |
| Animations, Impulsive, Reflective, Vocabulary Learning. |
| وضعیت: پذیرفته شده برای ارائه شفاهی |