The Effect of Learner-generated Illustrations on the Immediate And Delayed Recall of English Idioms

Afrouz Aeineh, Saeed Moeeni, Hamideh Merati

Abstract


The present study investigated the effect of learner generated illustrations on the immediate and delayed idiom recall of Iranian EFL (English as a foreign language) learners. To accomplish this end, 40 female students participated in this study. A placement test (Quick Placement Test, Version 2) was administered to the participants to ascertain that they were all at intermediate level of proficiency. Since the design of the study was quasi experimental, they were randomly assigned to control (N: 20) and experimental (N: 20) groups. A pretest of idioms was given to the participants to ensure that they were homogeneous in terms of their knowledge of idioms. Both groups were provided with the clarification of idioms through definitions and examples. However the experimental group was required to draw their own mental image of the idioms on a paper. At the end of the treatment, students took an immediate posttest of idioms. After an interval of 2 weeks, a similar posttest was given to the students to examine the delayed recall ability of the learners. The obtained results through an independent samples t-test indicated that the experimental group slightly outperformed the control group on immediate posttest, but the difference was not statistically significant. However the results on the delayed posttest suggested that there was a significant difference between the two groups and the participants in the experimental group had stronger delayed recall ability.


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