The Effect of Explicit, Implicit, and Modified-Implicit Instruction on EFL Learners’ Vocabulary Learning and Retention
The present study examined the effect of different vocabulary instruction methods on EFL learners’ vocabulary learning and retention. Elementary and advanced EFL learners (N = 120), selected through convenience sampling, were randomly assigned to three conditions (i.e., six groups for the two leve...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Urmia University
2021-07-01
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| Series: | Iranian Journal of Language Teaching Research |
| Online Access: | http://ijltr.urmia.ac.ir/article_121049_610e6e63aa08f0486898a36aaa69cf00.pdf |
| Summary: | The present study examined the effect of different vocabulary instruction methods on EFL learners’
vocabulary learning and retention. Elementary and advanced EFL learners (N = 120), selected through
convenience sampling, were randomly assigned to three conditions (i.e., six groups for the two levels). The
learners in the explicit group received vocabulary awareness-raising and pushed output activities. The
implicit group was exposed to input flooding, while the modified-implicit group received the pushed output
activity and input flooding. The vocabulary learning of the participants was measured using teacherdeveloped vocabulary tests. The results indicated that learners receiving explicit as well as modified-implicit
activities outperformed those exposed to implicit instruction on vocabulary tests. This implies that
awareness-raising as well as pushed output activities help learners notice, learn vocabulary better, and retain
them longer. Several implications for teachers, materials developers, and syllabus designers on including
pushed output activities with more involvement, and areas for further research are discussed. |
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| ISSN: | 2322-1291 2322-1291 |