Pictorial Presentation and Vocabulary Retention

This study aimed at examining the effects of two modes of pictorial presentation of vocabulary on elementary EFL students¿ retention. To that end, 75 male students who were in grade three of junior high school served as the participants of the study. They were randomly divided into three groups of still picture experimental, motion picture experimental, and control. During the six sessions of treatment, 30 new words were taught to the three groups. The experimental groups received the words visually, using a software, and the control group was instructed in traditional way. The participants were tested for their memory of the target items twice: immediately at the end of the course as a final exam (post-test) to assess their short-term memory and three weeks after the final exam to test their long-term retention. Data analyses using a mixed between-within subjects analysis of variance (split-plot ANOVA/SPANOVA) and a post hoc Scheffé test demonstrated the positive effects of both modes of pictorial presentation of vocabulary on the learners¿ retention of words. Furthermore, the results revealed that teaching vocabulary using motion picture mode was more effective.