چكيده
The present study demonstrated the effect of an e-learning system based on a mixed-modality vocabulary strategy in assisting learners of English as a second language (L2 learners) to improve their vocabulary. For this purpose, 60 homogeneous EFL learners were selected from among 90 EFL learners of Tabriz Pardisan Language Center based on their results on the Nelson English Language Proficiency Test (Flower and Coe, 1976). The selected participants were non-randomly divided into one control and one experimental group. Then both of these groups took the VKS pretest to determine their ability in vocabulary before the treatment of the study. During the treatment of the study, the participants of both groups received treatment during 12 sessions in 6 weeks. In the experimental group, the participants were taught by mixed modality method; whereas, in the control group, the learners were taught traditionally. At the end, both of the groups took the posttest of the vocabulary to determine the effect of the treatment on their vocabulary learning. An independent-sample t-test was used to analyze the collected data. The present study was conducted by means of a quasi-experimental design since the researcher non-randomly assigned the selected participants to the experimental group and the control group. The findings indicated that the mixed-modality stimulate the greatest vocabulary acquisition and greatest retention for L2 students. Moreover, it is noted that, the EFL teachers have to design particular mixed modality method in order to enable the language learners to focus on and learn the vocabulary of the target language.
Keywords: English as Foreign Language, mixed-modality, Vocabulary Learning Scale
