Multilingual Style of Teaching and its Impact on the Rate of Learning English Vocabulary

Arezi, Souzan; Saeidi Pour, Dr. Bahman; Sarmadi, Dr. Mohammad Reza; Zandi Pour, Dr. Bahman

Multilingual Style of Teaching and its Impact on the Rate of Learning English Vocabulary

Document Type : Original Article

Authors

¹ PhD student, Department of Educational Sciences, Payame Noor University, IRAN.

² Associate Professor, Department of Educational Sciences, Payame Noor University, IRAN.

³ Professor, Department of Educational Sciences, Payame Noor University, IRAN.

⁴ Professor, Department of Linguistics, Payame Noor University, IRAN.

Abstract

The aim of this study was to investigate the multimedia educational effect of learning English vocabulary among students of karmansh Payam-e-Nor University. This is an applied study in terms of purpose and an experimental study in terms of method This research has made use of four-group Solomon design with pre-test, post-test and control group . The statistical population consisted of all students studying English for special purpose in the first semester of the academic year 1996-95, in Kermanshah Payam-e- Nour University. A total of 60 people were selected from the community using random sampling and were randomly assigned to experimental and control groups and trained for one semester using a multimedia educational style and methodology. In this research, a researcher-made test was used to measure students' learning. The validity of the test was 82 / by using Kurdish Richardson's method.. SPSS software was used for statistical analysis and multivariate variance analysis was used to study the research hypotheses. The results of the data analysis showed that there is significant difference between the mean scores of the experimental and control groups in the following components :visual (P = 0.016, F = 68.26), writing (F = 64.07 = P), hearing (66.15 = F, P = 0.01) and speech (P = 0.018, F = 77.82), but the effect of pre-test, as well as the pre-test interaction with group is not significant.

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