The Effect of Explicit Instruction of Clustering New Words on Vocabulary Learning of Iranian Intermediate EFL Learners through Hyperlinks

Hassan Soleimani, Maryam Molla Esmaeili


The effect of explicit instruction of clustering new thematic vocabulary items into two different categories through hyperlinks of PowerPoint was examined on vocabulary learning of 75 Iranian intermediate EFL learners. The sample was randomly assigned to three groups. Experimental group 1 received the meaning of new words in their First Language (L1) translation via PowerPoint, while experimental group 2 received the meanings in English definition in the same way; control group learned the meanings through a traditional method of instruction without employing any specific strategy. To measure the participants’ vocabulary learning, a pretest and a posttest were administered to all groups. The result of t-test indicated that such explicit strategy instruction enhanced vocabulary learning of the experimental groups. According to the results of One-Way ANOVA, although there was no significant difference between the experimental groups, a significant difference was observed between the experimental groups and the control group in vocabulary learning.



CALL (Computer-Assisted Language Learning); hyperlinks; explicit strategy instruction; L1 translation, English definition; vocabulary learning

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