Abstract
The purpose of the present study was to compare two techniques of teaching vocabulary to
young Iranian EFL learners, namely still pictures and audio-visual aids, to find out if any of
them was more effective than the other. In other words, this study was designed to seek
answer to the following question: Are audiovisual aids more effective than still pictures on
learning vocabulary by young Iranian EFL learners? In order to answer the above question,
two classes, each consisting of 30 EFL beginner learners, were randomly selected among 128
students learning EFL in grade two at Imam Hossein guidance school in Zahedan, Iran. Since
both groups were homogeneous, the vocabulary test (pre-test) was given to the participants at
the outset of the study. One group received its instruction through audiovisual aids for
teaching vocabulary while the other group was taught through still pictures. After ten sessions
of instruction, the post-test (achievement test) was administered to both groups to see the
effect of both instructional techniques. The obtained results through descriptive statistics
(mean and standard deviation) indicated there was a significant difference between the group
which was taught through pictures and the one which received audiovisual aids. In other
words, using pictures was more effective than audio-visual aids in teaching vocabulary to
Iranian EFL beginners. Thus, the null hypothesis was rejected and some recommendations are
given at the end.
Nurullah Mansourzadeh. (2014) A Comparative Study of Teaching Vocabulary through Pictures and Audio-visual Aids to Young Iranian EFL Learners, Journal of Elementary Education, Volume-24, Issue-1.
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