خلاصه ماشینی:
"Since a good many studies show that visuals and methods drawing on graphics aid in vocabulary acquisition (Hulstijn, 1997, cited in Hunt & Beglar, 2005; Watts-Taffe & Truscott, 2000; Taguchi, 2006) and that the cutting-edge technology may lead to a more efficient learning (Skinner & Austin, 1999; Williams & Williams, 2000; Clariana & Wallace, 2002; Egbert, 2002; Cheng, 2003; González-Lloret, 2003; Hincks, 2003; Strambi & Bouvet, 2003; Torres & Ramos, 2003), it would be intriguing to embed visuals in multimedia environments and then compare the effect of such environments with those of conventional vocabulary teaching-learning on the increase of EFL learners’ vocabulary repertoire.
The purpose of this research was two-fold: on the one hand, the study investigated whether multimedia programs drawing on visuals could provide a more effective environment for EFL learners’ vocabulary learning as compared with teacher instruction.
Therefore, the present study sought to find an empirically justified answer to the following questions: Q1: Is there any significant difference between the effect of using the MCALL programs and teacher instruction on increasing EFL learners’ repertoire of vocabulary?
When the process of software development was completed, a proficiency test comprising 80 items, 40 on the reading comprehension module and 40 on the listening of the IELTS was administered in a pilot study to 30 participants who were first-year students of Islamic Azad University at Rasht and the results were taken into account for item analysis and reliability estimation."