A Comparative Analysis of Vocabulary Development Strategies: A Dual Coding View of Pakistani ESL Learners
This study aims to identify the most effective strategy for learning second language (L2) vocabulary, comparing traditional and audiovisual approaches. Additionally, the study examines quick and easy methods for learning L2 vocabulary, as well as Pakistani teachers' attitudes toward the use of audiovisual aids in English as a second language (ESL) classroom. To accomplish these goals, a quantitative research design was utilized. A quasi-experimental study was conducted in three government schools in the Sargodha district, involving 160 10th-grade students. Pre, post, and delayed post-tests were administered to measure the effectiveness and consistency of audiovisual aids. Additionally, data were collected from 50 high school English teachers through questionnaires, which were analyzed using SPSS-26 software, to explore their opinions and attitudes towards different L2 vocabulary development strategies. The study underscores the importance of dual coding, as outlined in Paivio's (1990) theory, for the recognition and retention of L2 vocabulary items in learners' long-term memory. The study also highlights the importance of incorporating technology-based learning into teaching practices. Ultimately, the study concludes that audiovisual aid strategies are more effective than traditional grammar-translation method (GTM) strategies for developing L2 vocabulary.
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