Document Type : Original Article
Authors
1 Ph.D. Candidate in (TEFL) Ferdowsi University of Mashhad, Iran
2 Reza Pishghadam (Ph.D. in TEFL) Ferdowsi University of Mashhad, Iran
Abstract
Given the fact that receiving information from our sensory channels simultaneously not only enhances and intensify the learning process but saves the instruction time. Indeed, the more sensory engagement, the more success in learning. considering the pivotal function of sense-induced emotions in learning and their influence on cognition, the present study examined the impact of multi-sensory learning based on the emotioncy model; namely, audio-visual (exvolvement) and sensory-induced discovery learning (involvement) on the rate of vocabulary learning on Iranian EFL learners. Literature accentuates that the integration of information from multiple senses can potentially facilitate and enhance the vocabulary retention-retrieval which leads to instruction time savings. That is, high sensory involvement would contribute a higher success rate of retention and recall of instructed words. In doing so, 60 participants were selected from EFL Iranian English university-level learners aged between 18 to 28. All the participants were controlled regarding language proficiency, working memory span, neophobia, trait/state anxiety and emotioncy levels towards the selected instructed vocabulary items. Later, a set of unknown English words were instructed to the participants based on the emotioncy model. Immediately after the instruction in order to check whether they have learned the vocabulary items a Vocabulary Knowledge Test (VKT) was administered. The rate at which vocabulary items were learned with respect to the teaching approaches were examined and the results revealed that teaching approaches verified a high learning rate among learners, hence, learners could obtain higher scores while subjected to the discovery approach.
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