چكيده
This study was an attempt to find out about the effect of interactive display of multimedia glosses on Iranian visual vs. auditory EFL learners’ vocabulary learning Out of the 300 language learners who were studying at Kanoon Zabane Shahed language institute, Nelson language proficiency test was administered to 198 participants who were already studying at intermediate level. Using the results of the homogeneity test 136 language learners, who fell 1 standard deviation above and below the mean, were selected for the purpose of the study. Reid's (1987) learning style questionnaire was administered to these participants. Based on the results, 4 groups were defined for the study(i.e., experimental auditory and control auditory with 25 participants in each, and experimental visual and control visual with 26 participants). Before the treatment, the Vocabulary Knowledge Scale (VKS) was administered, and based on the results, 82 words which the learners were not familiar with were selected. As the study was based on interactive form of multimedia glosses, the participants in the experimental groups were allowed to select the type of glosses they preferred. Through the 12 sessions of the study, visual learners' classes were conducted in the classroom and auditory learners' classes were conducted in the language laboratory. The results of the study revealed that while interactive display of multimedia glosses had significant effect on learning vocabulary by Iranian EFL learners (regardless of their learning styles), the technique did not have any interactions with their learning styles. This study has pedagogical implications for language learners,language teachers, and material developers.
Key terms: Auditory learning style, Visual learning style, Vocabulary learning, Multimedia Glosses, Interactive Display of Multimedia Glosses
