Reza Bagheri Nevisi; Arezou Izadi
Volume 1, Issue 2 , June 2018, , Pages 75-105
Abstract
This study aimed at investigating the effect of using rhythmic instruction on FD and FI EFL learners’ vocabulary knowledge. To this end, 30 EFL learners were selected based on their performances on the Solutions Placement Test. Group Embedded Figure Test (GEFT) was also administered to identify ...
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This study aimed at investigating the effect of using rhythmic instruction on FD and FI EFL learners’ vocabulary knowledge. To this end, 30 EFL learners were selected based on their performances on the Solutions Placement Test. Group Embedded Figure Test (GEFT) was also administered to identify groups as field dependent and field independent participants. The participants were randomly assigned to one experimental and one control group. The experimental group was provided with rhythmic instruction whereas the participants in the control group were instructed through GTM. Both groups went through a 17-week instructional period. A 50-item vocabulary test, consisting of multiple-choice, matching items, and true or false items was developed, and used as pre-test and post-test. At the end of the course, an independent samples t-test was run between the obtained means of the two groups to determine whether there was any significant difference between the mean scores of the two groups on the post-test. The results revealed there was a significant difference between the mean scores of the two groups. To conclude, the participants in the experimental group who had received rhythmic instruction outperformed those in the control group without such instruction. However, the mean difference between the participants in the FI group in comparison with FD was not significant, and it indicated that FI and FD learners exposed to rhythmic instruction performed similarly. The major implication of the study is that rhythmic instruction as a crucial method of vocabulary learning should receive further attention in language teaching programs.
