In Defense of a Hybrid Model for EFL Vocabulary Instruction

Abstract

Vocabulary instruction has been tackled from various perspectives mainly in the form of taking the advan-tages of Vocabulary Learning Strategies (VLSs), but few validation and verification efforts are traceable in the literature. To fill the gap, this study was an attempt to validate, and then verify the feasibility of a hybrid model against lexical inferencing strategy on the retention rate of Iranian EFL learners. Sixty homogeneous students from different intact classes participated in these studies, who were exposed to treatments. Having received a diagnostic vocabulary pre-test, one group was exposed to infertencing-based strategy, while another received instruction in the form of multiple visualizations called characterized a Hybrid Model. In addition to the statistical analyses on test validation procedures, Leven’s test verified the similar variances between two experimental groups prior to then treatments. However, the results of post-test pointed out that, though both groups had significant progress, the Hybrid Model group outperformed the lexical inferencing group not only in achievement but in retention power of the vocabulary items.