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Kaivanpanah, Shiva, Akbarian, Is'haaq, Salimi, Hamid. (1400). The Effect of Explicit, Implicit, and Modified-Implicit Instruction on EFL Learners’ Vocabulary Learning and Retention. پژوهش های میوه کاری, 9(2), 129-146. doi: 10.30466/ijltr.2021.121049
Shiva Kaivanpanah; Is'haaq Akbarian; Hamid Salimi. "The Effect of Explicit, Implicit, and Modified-Implicit Instruction on EFL Learners’ Vocabulary Learning and Retention". پژوهش های میوه کاری, 9, 2, 1400, 129-146. doi: 10.30466/ijltr.2021.121049
Kaivanpanah, Shiva, Akbarian, Is'haaq, Salimi, Hamid. (1400). 'The Effect of Explicit, Implicit, and Modified-Implicit Instruction on EFL Learners’ Vocabulary Learning and Retention', پژوهش های میوه کاری, 9(2), pp. 129-146. doi: 10.30466/ijltr.2021.121049
Kaivanpanah, Shiva, Akbarian, Is'haaq, Salimi, Hamid. The Effect of Explicit, Implicit, and Modified-Implicit Instruction on EFL Learners’ Vocabulary Learning and Retention. پژوهش های میوه کاری, 1400; 9(2): 129-146. doi: 10.30466/ijltr.2021.121049

The Effect of Explicit, Implicit, and Modified-Implicit Instruction on EFL Learners’ Vocabulary Learning and Retention

Iranian Journal of Language Teaching Research
دوره 9، شماره 2، مهر 2021، صفحه 129-146    اصل مقاله (755.26 K)
نوع مقاله: Original Article
شناسه دیجیتال (DOI): 10.30466/ijltr.2021.121049
نویسندگان
Shiva Kaivanpanah1؛ Is'haaq Akbarian* 2؛ Hamid Salimi3
1University of Tehran, Iran
2University of Qom, Iran
3University of Tehran, Alborz Campus, Iran
چکیده
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 teacher-developed 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.
کلیدواژه‌ها
explicit instruction؛ implicit instruction؛ modified-implicit instruction؛ feedback؛ vocabulary learning؛ vocabulary retention
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