Abstract
ABSTRACT This study explores the effect of aural and written vocabulary instruction on the listening performance of less-skilled intermediate English as Foreign Language (EFL) learners. English language learners (N = 124) at a high school in Iran took the Oxford Quick Placement Test (OQPT), and 100 were identified as less-skilled intermediate learners. They were randomly divided into two experimental groups called written vocabulary instruction (N = 31), aural vocabulary instruction (N = 33), and one control group called no vocabulary instruction (N = 36). The two experimental groups received either an aural or written vocabulary instruction spanning six sessions. In contrast, the control group followed a regular classroom approach without receiving written or aural vocabulary instruction. All participants undertook the listening component of the Key English Test (KET) before and after the intervention. The results suggested that the experimental groups had a higher gain in terms of listening performance than the control group, with a moderate effect size. In addition, no significant difference was found between aural vocabulary and written vocabulary instruction. Discussions address how the interventions applied in the current research can inform classroom practice, and directions for future research are suggested.
Published Version
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