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Azizpour, Shiva, Zaker, Alireza. (1404). Empowering EFL Learners’ Lexical Skills: Vocabulary Retrieval and Production Through Ripple Effect and Word Wall Approaches. سامانه مدیریت نشریات علمی, (), -. doi: 10.22054/ilt.2025.84025.902
Shiva Azizpour; Alireza Zaker. "Empowering EFL Learners’ Lexical Skills: Vocabulary Retrieval and Production Through Ripple Effect and Word Wall Approaches". سامانه مدیریت نشریات علمی, , , 1404, -. doi: 10.22054/ilt.2025.84025.902
Azizpour, Shiva, Zaker, Alireza. (1404). 'Empowering EFL Learners’ Lexical Skills: Vocabulary Retrieval and Production Through Ripple Effect and Word Wall Approaches', سامانه مدیریت نشریات علمی, (), pp. -. doi: 10.22054/ilt.2025.84025.902
Azizpour, Shiva, Zaker, Alireza. Empowering EFL Learners’ Lexical Skills: Vocabulary Retrieval and Production Through Ripple Effect and Word Wall Approaches. سامانه مدیریت نشریات علمی, 1404; (): -. doi: 10.22054/ilt.2025.84025.902

Empowering EFL Learners’ Lexical Skills: Vocabulary Retrieval and Production Through Ripple Effect and Word Wall Approaches

Issues in Language Teaching
مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 30 مرداد 1404
نوع مقاله: Research Paper
شناسه دیجیتال (DOI): 10.22054/ilt.2025.84025.902
نویسندگان
Shiva Azizpour* 1؛ Alireza Zaker2
1Lecturer, Department of English Language and Literature, Allameh Tabataba'i University, Tehran, Iran.
2Assistant Professor, Department of Teaching English and Translation, Ka.C., Islamic Azad University, Karaj, Iran.
چکیده
Despite its pivotal importance in comprehension and production, many English as a Foreign Language (EFL) learners struggle with retrieving and applying new vocabulary beyond class. This study investigated the comparative effects of the Ripple Effect Approach (REA) and the Word Wall Approach (WWA) on vocabulary retrieval and production among Iranian intermediate EFL learners. Sixty participants (30 females and 30 males), aged between 18 and 23 years (Mage= 20.5), were selected through the Preliminary English Test (PET) and randomly divided into two experimental groups. The REA group was taught through interconnected, contextualized vocabulary exercises, while the WWA group received visual aids and interactive word displays. A quasi-experimental pretest-posttest design was employed, with data collected through vocabulary tests. Statistical analyses, including repeated-measures ANOVA and MANOVA, revealed significant improvements in vocabulary retrieval and production for both groups. However, the REA group demonstrated higher retention rates, with a mean increase of 3.6 points in retention from pre-test to post-test, compared to a 3.2-point increase for the WWA group. These findings underscore the effectiveness of interactive and varied instructional approaches in enhancing vocabulary acquisition and retention among EFL learners. Implications for educators suggest incorporating the REA and WWA to meet diverse learner needs and improve teaching practices, emphasizing the importance of integrating innovative, learner-centered techniques into educational curricula. Incorporating these approaches might develop adaptive and responsive educational frameworks, enhancing EFL learners’ learning outcomes and experiences.
کلیدواژه‌ها
Ripple Effect Approach؛ Vocabulary Instruction؛ Vocabulary Production؛ Vocabulary Retrieval؛ Word Wall Approach
آمار
تعداد مشاهده مقاله: 25


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