چكيده
The present study aimed to investigate the effect of virtual instruction through IMO on intrinsic and extrinsic motivated EFL learners’ vocabulary development. Eighty pre intermediated students took part in the study following an Oxford Quick placement test (OQPT) and Motivation Questionnaire. The participants were selected based on non-random sampling. The selected participants were randomly divided into two experimental groups i.e. Intrinsic Motivation Group (IMG) and Extrinsic Motivation Group (EMG). At first the learners were presented through a research-made vocabulary test. The test was consisted of 40 multiple choice items and asked the learners to choose the correct choice. The whole semester was taking place for a period of three months, including 10 weeks, and each week consisting of two 70- minute sessions. After the participants were all pre-tested, the treatment was practiced on both groups and during the treatment period, in every session the teacher sends 15 words to the group through IMO with the related attractive images and asks them to do some activities such as making sentences with these words, using them in the text, writing synonyms and antonyms, question and answer, etc. Finally, to ensure the effectiveness of instructions and to assess learners’ knowledge of vocabulary throughout the study, the pre-test was repeated at the end of the experiment hence call it post-test. The findings revealed that virtual instruction via IMO was effective for improving the vocabulary of both intrinsic and extrinsic motivated EFL learners and the vocabulary knowledge of both groups increased and no significant difference was found between them.
Key words: Intrinsic, Extrinsic, Vocabulary, Virtual instruction, Motivation
