Department of Humanities and literature, Ir.C., Islamic Azad University, Iranshahr, Iran , soaeapr6@gmail.com
Abstract: (3 Views)
Objective: This study investigated the effects of post-listening vocabulary-focused and vocabulary-unfocused tasks on the receptive and productive vocabulary development of Iranian EFL learners.
Methods: A total of 90 Iranian EFL students from two language institutes in Iranshahr participated in the study. After taking a general English proficiency test to ensure group homogeneity, participants were randomly assigned to either a vocabulary-focused post-listening group or a vocabulary-unfocused post-listening group. Receptive and productive vocabulary tests were administered as pretests and posttests. The focused group completed post-listening activities that explicitly highlighted and practiced target vocabulary from the listening texts, whereas the unfocused group engaged in general post-listening tasks such as brainstorming and fill-in-the-blank activities without explicit vocabulary emphasis.
Results: Both groups showed improvement in receptive and productive vocabulary knowledge; however, the vocabulary-focused post-listening group demonstrated significantly greater gains than the vocabulary-unfocused group.
Conclusions: Explicit vocabulary-focused post-listening tasks are more effective than unfocused post-listening activities in promoting both receptive and productive vocabulary development among Iranian EFL learners. Integrating targeted vocabulary practice into post-listening instruction can enhance vocabulary acquisition in EFL contexts.
Methods: A total of 90 Iranian EFL students from two language institutes in Iranshahr participated in the study. After taking a general English proficiency test to ensure group homogeneity, participants were randomly assigned to either a vocabulary-focused post-listening group or a vocabulary-unfocused post-listening group. Receptive and productive vocabulary tests were administered as pretests and posttests. The focused group completed post-listening activities that explicitly highlighted and practiced target vocabulary from the listening texts, whereas the unfocused group engaged in general post-listening tasks such as brainstorming and fill-in-the-blank activities without explicit vocabulary emphasis.
Results: Both groups showed improvement in receptive and productive vocabulary knowledge; however, the vocabulary-focused post-listening group demonstrated significantly greater gains than the vocabulary-unfocused group.
Conclusions: Explicit vocabulary-focused post-listening tasks are more effective than unfocused post-listening activities in promoting both receptive and productive vocabulary development among Iranian EFL learners. Integrating targeted vocabulary practice into post-listening instruction can enhance vocabulary acquisition in EFL contexts.
Keywords: Vocabulary-focused tasks, Vocabulary-Unfocused tasks, Receptive vocabulary, Productive vocabulary
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