Given the significance and sensitivity of the Iranian Ph.D. program entrance
exams, such high-sta... more Given the significance and sensitivity of the Iranian Ph.D. program entrance exams, such high-stakes exams are assumed to exert considerable influence on Iranian public higher educational curriculums. The present study was motivated to scrutinize the EFL instructors’ insights to explore the potential washback effects of the new Iranian TEFL Ph.D. program entrance exam on their teaching methodology, class assessment, and syllabus design. To this end, the researchers conducted in-depth interviews with ten experienced instructors teaching M.A. courses at four Iranian universities. The results emerging from the close qualitative content analysis of the respondents’ introspection indicated that the new exam, despite its considerable significance, fails to generate substantial effects on the instructors’ teaching methodology and class assessment due to the inconsistency between the objectives supposed to be met by the new exam administration and those expected to be achieved in TEFL M.A. and Ph.D. programs. Further, it was revealed that the new exam, on the contrary, substantially influences the instructors’ syllabus design through conditioning their material and content selection. This study further discusses the implications of the findings in the context of Iranian TEFL higher education.
The present study was an attempt to examine how questioning was treated by EFL instructors and le... more The present study was an attempt to examine how questioning was treated by EFL instructors and learners at a private language center in Yasouj, Iran. This study also intended to explore the types of questions posed by the EFL instructors and learners in different course levels and to scrutinize the extent to which the instructors' classroom behaviors were geared towards enhancing the learners' capacity to raise English questions. To accomplish such objectives, classes, from the same institute and with different levels were selected to be carefully observed. The researchers utilized a checklist of question types along with observation field notes to obtain a numeric summary and an in-depth description of the participants' intended behaviors in the classrooms. The analysis of the numeric data through descriptive statistics and one way ANOVA along with content analysis of the observational data indicated that the instructors teaching in classes with lower proficiency levels practiced questioning more substantially and, unlike their peers teaching in higher levels, mainly resorted to display questions to achieve their pedagogical objectives. Seldom did the learners, regardless of their proficiency levels, venture to phrase English questions, and often appeared anxious and resorted to their first language when they were to pose questions. Further, the instructors' classroom behaviors hardly intended to enhance the learners' capacity in asking English questions. This study bears the implications of the findings for language instructors and learners in the context of EFL teaching and learning.
Adjacency pairs are perceived as substantially critical elements in performing various speech act... more Adjacency pairs are perceived as substantially critical elements in performing various speech acts and making lucid interactions. Creation of the first part of adjacency pairs potentially generates a context which limits the second part not only to a range of specific speech acts, but even to fixed utterances to form the response. Employing Conversation Analysis as the frame of reference, the present study was motivated to work out the Persian adjacency pairs in naturally-occurring conversations in different contexts, and to explore the conventionally fixed utterances utilized by Iranians to frame the pair parts to perform different speech acts in varying contexts. In line with such objectives, more than 30 actual Persian conversations occurring in different Iranian contexts were recorded and transcribed. The results emerging from the close analysis of the accumulated data gave rise to the identification of a number of trends and patterns in which Persian adjacency pairs are formed in Persian talk-in-interactions. In other words, it was indicated that Iranians employ fixed paired utterances to perform various speech acts in varying contexts. The results emerging from the current study have amplifications for the way in which conversation classes are conducted by Iranian Farsi speakers.
Owing to their scope, and decisiveness, Ph. D. program entrance exams (PPEE) ought to demonstrate... more Owing to their scope, and decisiveness, Ph. D. program entrance exams (PPEE) ought to demonstrate acceptable reliability and validity. The current study aims to examine the reliability and validity of the new Teaching English as a Foreign Language (TEFL) PPEE from the perspective of both university professors and Ph. D. students. To this end, in-depth unstructured interviews were conducted with ten experienced TEFL university professors from four different Iranian state universities along with ten Ph. D. students who sat both the new and old PPEEs. A detailed content analysis of the data suggested that the new exam was assumed to establish acceptable reliability through standardization and consistency in administration and scoring procedures. Conversely and more importantly, the new exam was perceived to demonstrate defective face, content, predictive, and construct validities. This study further discusses the significance and implications of the findings in the context of Iranian TEFL higher education.
The newly administered Iranian Ph.D. Program Entrance Exam (PPEE) is supposed
to have had diff... more The newly administered Iranian Ph.D. Program Entrance Exam (PPEE) is supposed to have had different washback effects on university curriculums. This qualitative study examined the effects of the new TEFL PPEE on the applicants’ study plans and strategies from the points of view of both Iranian university instructors and applicants. To this end, we conducted in-depth interviews with 10 experienced TEFL instructors from 4 different Iranian universities along with 10 applicants who sat both the old and new entrance exams. Findings indicated that from, the points of view of both instructors and applicants, the new exam has generated confusion in terms of technical content covered. It was also revealed that it has been more bits-and-pieces-oriented. The new exam, in the instructors’ view, has induced the applicants to develop exam-oriented strategies, rather than more demanding cognitive skills as required by target program courses.
In their talk-in-interactions in English, Iranian EFL learners, at times, use adjacency pairs tha... more In their talk-in-interactions in English, Iranian EFL learners, at times, use adjacency pairs that do not constitute well-formed constructions in English; though that they have received adequate instruction in this area. Cognizant of this fact, the present researchers sought to work out the adjacency pairs in naturally occurring Persian conversations, using Conversation Analysis as the frame of reference, and to determine to what extent these Persian adjacency pairs are used in English conversations. As regards the first objective, thirty naturally occurring conversations in different Iranian contexts were recorded, transcribed, and analyzed, which eventually gave rise to the identification of a number of trends and patterns in which Persian adjacency pairs were formed in Persian talk-in-interaction. To accomplish the second objective of the study, the current researchers conducted in-depth observations of two upper-intermediate classes in which English talk-in-interaction was taking place. Analysis of the data revealed Persian adjacency pairs served as the basis for forming adjacency pairs in English, which was the reason for the oddness of their talk.
Vocabulary learning has been one of the most important concerns of Iranian
college students, es... more Vocabulary learning has been one of the most important concerns of Iranian college students, especially those who educate in majors other than English-based ones. They are reported to frustrate when they face with vocabulary items to be learned, since they have trouble retaini ng them. The present study was carried out to investigate the effect of keyword method, one type of linguistic mnemonic device, on learning and retention of vo cabulary in Iranian non-English college students. For the purpose of this investiga tion, 40 male and female non-English college students were selected using Oxford Placement Test (Allan, 2004), and divided into two groups, one experimental and the other control group. A pre-test was designed and administered to both groups, and then a ten-session treatment was initiated, teaching th e control group by word list memorization and the experimental group through keyword met hod. Immediately after the treatment phase, they received a post-test, called “immediate recall post-test”, to show to what extent they have learned those words. Two weeks later, another post-test, called “delayed recall post-test” was give n to the participants to assess their degree of vocabulary retention. The results demonstrated th at keyword method affected participants’ vocabulary learning and retention significantly.
Passing University Entrance Exams (UEE) successfully has long been a major concern for Iranian hi... more Passing University Entrance Exams (UEE) successfully has long been a major concern for Iranian high school students. High Schools for the Gifted admit highly intelligent and hardworking students, who reportedly form a remarkable proportion of students admitted in best universities of Iran, through hard entrance exams. This study aimed to investigate attitudes of students educating in High Schools for the Gifted towards learning English, their dominant motivation type (instrumental or integrative), and the likely effect Iranian University Entrance Exam has on their motivation. For the purpose of this investigation, 166 male and female participants educating in the four grades of high school were selected through Stratified Random Sampling method from both boys’ and girls’ High Schools for the Gifted. A 26-item questioner previously developed by the researchers, investigating the participants’ attitudes towards English learning, their dominant motivation type, and the likely effect of Iranian UEE on their motivation was administered to them. Descriptive statistics and the analysis of variance were used to analyze the data, and the results revealed that all participants educating in the four grades of high school showed positive attitudes towards English learning, and that 1st and 2nd grade subjects were both instrumentally and integratively motivated, whereas 3rd and 4th graders were instrumentally motivated. The degree of subjects’ concern for the Iranian UEE significantly affected their motivational orientations and prioritization.
As elements that help language learners and users develop intelligible pronunciation and lucid co... more As elements that help language learners and users develop intelligible pronunciation and lucid conversations, English suprasegmental features of pronunciation (ESFP) are regarded as critical aspects of language proficiency to be practiced markedly in language classrooms. The present study was motivated to qualitatively scrutinize how ESFPs are viewed and treated by language instructors in Iranian English language private centers. To this end, the present researchers conducted in-depth interviews with 12 experienced language instructors selected on the basis of snow ball sampling method. The results emerging from the detailed analysis of the accumulated data indicated that ESFP were perceived by the respondents to be critically significant aspects of language proficiency owning to their substantial sensitivity in speech perception and production as well as boosting language learners’ self-esteem and motivation. Further, close examination of the respondents’ insights suggested that they nevertheless gave such critical features short shrift in their pedagogical practices due to language learners’ unwillingness to focus on such features, skill prioritization, insufficient assigned time to teach a course, and improper materials.
Giving rise to the quality of lesson delivery has been a mounting concern for English teachers. P... more Giving rise to the quality of lesson delivery has been a mounting concern for English teachers. Progressive teachers, unlike traditional ones, are perceived to demonstrate a good command of lesson delivery. The present action-oriented study sought to examine the potentially effective pedagogical strategies that progressive teachers employ to enhance the quality of lesson delivery. From among all English teachers currently teaching at a language institute in Shiraz, six progressive teachers were identified in light of data on their teaching styles accumulated through class observation. Unstructured interviews were subsequently conducted with the progressive teachers to examine the strategies they rely on in increasing the quality of lesson delivery. A detailed content analysis of the recorded data indicated that the progressive teachers resorted to a variety of strategies to augment the quality of their lesson delivery including connecting the lesson with learners’ prior knowledge and experience, engaging students through questioning and discussion, demonstrating pedagogical content, modifying instruction accordingly to students' needs, and providing appropriate, prompt and constructive feedback. The findings contribute to raising traditional teachers’ awareness on fruitful pedagogical strategies and effectiveness of their lesson delivery.
Given the significance and sensitivity of the Iranian Ph.D. program entrance
exams, such high-sta... more Given the significance and sensitivity of the Iranian Ph.D. program entrance exams, such high-stakes exams are assumed to exert considerable influence on Iranian public higher educational curriculums. The present study was motivated to scrutinize the EFL instructors’ insights to explore the potential washback effects of the new Iranian TEFL Ph.D. program entrance exam on their teaching methodology, class assessment, and syllabus design. To this end, the researchers conducted in-depth interviews with ten experienced instructors teaching M.A. courses at four Iranian universities. The results emerging from the close qualitative content analysis of the respondents’ introspection indicated that the new exam, despite its considerable significance, fails to generate substantial effects on the instructors’ teaching methodology and class assessment due to the inconsistency between the objectives supposed to be met by the new exam administration and those expected to be achieved in TEFL M.A. and Ph.D. programs. Further, it was revealed that the new exam, on the contrary, substantially influences the instructors’ syllabus design through conditioning their material and content selection. This study further discusses the implications of the findings in the context of Iranian TEFL higher education.
The present study was an attempt to examine how questioning was treated by EFL instructors and le... more The present study was an attempt to examine how questioning was treated by EFL instructors and learners at a private language center in Yasouj, Iran. This study also intended to explore the types of questions posed by the EFL instructors and learners in different course levels and to scrutinize the extent to which the instructors' classroom behaviors were geared towards enhancing the learners' capacity to raise English questions. To accomplish such objectives, classes, from the same institute and with different levels were selected to be carefully observed. The researchers utilized a checklist of question types along with observation field notes to obtain a numeric summary and an in-depth description of the participants' intended behaviors in the classrooms. The analysis of the numeric data through descriptive statistics and one way ANOVA along with content analysis of the observational data indicated that the instructors teaching in classes with lower proficiency levels practiced questioning more substantially and, unlike their peers teaching in higher levels, mainly resorted to display questions to achieve their pedagogical objectives. Seldom did the learners, regardless of their proficiency levels, venture to phrase English questions, and often appeared anxious and resorted to their first language when they were to pose questions. Further, the instructors' classroom behaviors hardly intended to enhance the learners' capacity in asking English questions. This study bears the implications of the findings for language instructors and learners in the context of EFL teaching and learning.
Adjacency pairs are perceived as substantially critical elements in performing various speech act... more Adjacency pairs are perceived as substantially critical elements in performing various speech acts and making lucid interactions. Creation of the first part of adjacency pairs potentially generates a context which limits the second part not only to a range of specific speech acts, but even to fixed utterances to form the response. Employing Conversation Analysis as the frame of reference, the present study was motivated to work out the Persian adjacency pairs in naturally-occurring conversations in different contexts, and to explore the conventionally fixed utterances utilized by Iranians to frame the pair parts to perform different speech acts in varying contexts. In line with such objectives, more than 30 actual Persian conversations occurring in different Iranian contexts were recorded and transcribed. The results emerging from the close analysis of the accumulated data gave rise to the identification of a number of trends and patterns in which Persian adjacency pairs are formed in Persian talk-in-interactions. In other words, it was indicated that Iranians employ fixed paired utterances to perform various speech acts in varying contexts. The results emerging from the current study have amplifications for the way in which conversation classes are conducted by Iranian Farsi speakers.
Owing to their scope, and decisiveness, Ph. D. program entrance exams (PPEE) ought to demonstrate... more Owing to their scope, and decisiveness, Ph. D. program entrance exams (PPEE) ought to demonstrate acceptable reliability and validity. The current study aims to examine the reliability and validity of the new Teaching English as a Foreign Language (TEFL) PPEE from the perspective of both university professors and Ph. D. students. To this end, in-depth unstructured interviews were conducted with ten experienced TEFL university professors from four different Iranian state universities along with ten Ph. D. students who sat both the new and old PPEEs. A detailed content analysis of the data suggested that the new exam was assumed to establish acceptable reliability through standardization and consistency in administration and scoring procedures. Conversely and more importantly, the new exam was perceived to demonstrate defective face, content, predictive, and construct validities. This study further discusses the significance and implications of the findings in the context of Iranian TEFL higher education.
The newly administered Iranian Ph.D. Program Entrance Exam (PPEE) is supposed
to have had diff... more The newly administered Iranian Ph.D. Program Entrance Exam (PPEE) is supposed to have had different washback effects on university curriculums. This qualitative study examined the effects of the new TEFL PPEE on the applicants’ study plans and strategies from the points of view of both Iranian university instructors and applicants. To this end, we conducted in-depth interviews with 10 experienced TEFL instructors from 4 different Iranian universities along with 10 applicants who sat both the old and new entrance exams. Findings indicated that from, the points of view of both instructors and applicants, the new exam has generated confusion in terms of technical content covered. It was also revealed that it has been more bits-and-pieces-oriented. The new exam, in the instructors’ view, has induced the applicants to develop exam-oriented strategies, rather than more demanding cognitive skills as required by target program courses.
In their talk-in-interactions in English, Iranian EFL learners, at times, use adjacency pairs tha... more In their talk-in-interactions in English, Iranian EFL learners, at times, use adjacency pairs that do not constitute well-formed constructions in English; though that they have received adequate instruction in this area. Cognizant of this fact, the present researchers sought to work out the adjacency pairs in naturally occurring Persian conversations, using Conversation Analysis as the frame of reference, and to determine to what extent these Persian adjacency pairs are used in English conversations. As regards the first objective, thirty naturally occurring conversations in different Iranian contexts were recorded, transcribed, and analyzed, which eventually gave rise to the identification of a number of trends and patterns in which Persian adjacency pairs were formed in Persian talk-in-interaction. To accomplish the second objective of the study, the current researchers conducted in-depth observations of two upper-intermediate classes in which English talk-in-interaction was taking place. Analysis of the data revealed Persian adjacency pairs served as the basis for forming adjacency pairs in English, which was the reason for the oddness of their talk.
Vocabulary learning has been one of the most important concerns of Iranian
college students, es... more Vocabulary learning has been one of the most important concerns of Iranian college students, especially those who educate in majors other than English-based ones. They are reported to frustrate when they face with vocabulary items to be learned, since they have trouble retaini ng them. The present study was carried out to investigate the effect of keyword method, one type of linguistic mnemonic device, on learning and retention of vo cabulary in Iranian non-English college students. For the purpose of this investiga tion, 40 male and female non-English college students were selected using Oxford Placement Test (Allan, 2004), and divided into two groups, one experimental and the other control group. A pre-test was designed and administered to both groups, and then a ten-session treatment was initiated, teaching th e control group by word list memorization and the experimental group through keyword met hod. Immediately after the treatment phase, they received a post-test, called “immediate recall post-test”, to show to what extent they have learned those words. Two weeks later, another post-test, called “delayed recall post-test” was give n to the participants to assess their degree of vocabulary retention. The results demonstrated th at keyword method affected participants’ vocabulary learning and retention significantly.
Passing University Entrance Exams (UEE) successfully has long been a major concern for Iranian hi... more Passing University Entrance Exams (UEE) successfully has long been a major concern for Iranian high school students. High Schools for the Gifted admit highly intelligent and hardworking students, who reportedly form a remarkable proportion of students admitted in best universities of Iran, through hard entrance exams. This study aimed to investigate attitudes of students educating in High Schools for the Gifted towards learning English, their dominant motivation type (instrumental or integrative), and the likely effect Iranian University Entrance Exam has on their motivation. For the purpose of this investigation, 166 male and female participants educating in the four grades of high school were selected through Stratified Random Sampling method from both boys’ and girls’ High Schools for the Gifted. A 26-item questioner previously developed by the researchers, investigating the participants’ attitudes towards English learning, their dominant motivation type, and the likely effect of Iranian UEE on their motivation was administered to them. Descriptive statistics and the analysis of variance were used to analyze the data, and the results revealed that all participants educating in the four grades of high school showed positive attitudes towards English learning, and that 1st and 2nd grade subjects were both instrumentally and integratively motivated, whereas 3rd and 4th graders were instrumentally motivated. The degree of subjects’ concern for the Iranian UEE significantly affected their motivational orientations and prioritization.
As elements that help language learners and users develop intelligible pronunciation and lucid co... more As elements that help language learners and users develop intelligible pronunciation and lucid conversations, English suprasegmental features of pronunciation (ESFP) are regarded as critical aspects of language proficiency to be practiced markedly in language classrooms. The present study was motivated to qualitatively scrutinize how ESFPs are viewed and treated by language instructors in Iranian English language private centers. To this end, the present researchers conducted in-depth interviews with 12 experienced language instructors selected on the basis of snow ball sampling method. The results emerging from the detailed analysis of the accumulated data indicated that ESFP were perceived by the respondents to be critically significant aspects of language proficiency owning to their substantial sensitivity in speech perception and production as well as boosting language learners’ self-esteem and motivation. Further, close examination of the respondents’ insights suggested that they nevertheless gave such critical features short shrift in their pedagogical practices due to language learners’ unwillingness to focus on such features, skill prioritization, insufficient assigned time to teach a course, and improper materials.
Giving rise to the quality of lesson delivery has been a mounting concern for English teachers. P... more Giving rise to the quality of lesson delivery has been a mounting concern for English teachers. Progressive teachers, unlike traditional ones, are perceived to demonstrate a good command of lesson delivery. The present action-oriented study sought to examine the potentially effective pedagogical strategies that progressive teachers employ to enhance the quality of lesson delivery. From among all English teachers currently teaching at a language institute in Shiraz, six progressive teachers were identified in light of data on their teaching styles accumulated through class observation. Unstructured interviews were subsequently conducted with the progressive teachers to examine the strategies they rely on in increasing the quality of lesson delivery. A detailed content analysis of the recorded data indicated that the progressive teachers resorted to a variety of strategies to augment the quality of their lesson delivery including connecting the lesson with learners’ prior knowledge and experience, engaging students through questioning and discussion, demonstrating pedagogical content, modifying instruction accordingly to students' needs, and providing appropriate, prompt and constructive feedback. The findings contribute to raising traditional teachers’ awareness on fruitful pedagogical strategies and effectiveness of their lesson delivery.
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Papers by Ali Sayyadi
exams, such high-stakes exams are assumed to exert considerable influence
on Iranian public higher educational curriculums. The present study was
motivated to scrutinize the EFL instructors’ insights to explore the potential
washback effects of the new Iranian TEFL Ph.D. program entrance exam on
their teaching methodology, class assessment, and syllabus design. To this
end, the researchers conducted in-depth interviews with ten experienced
instructors teaching M.A. courses at four Iranian universities. The results
emerging from the close qualitative content analysis of the respondents’
introspection indicated that the new exam, despite its considerable
significance, fails to generate substantial effects on the instructors’ teaching
methodology and class assessment due to the inconsistency between the
objectives supposed to be met by the new exam administration and those
expected to be achieved in TEFL M.A. and Ph.D. programs. Further, it was
revealed that the new exam, on the contrary, substantially influences the
instructors’ syllabus design through conditioning their material and content
selection. This study further discusses the implications of the findings in the
context of Iranian TEFL higher education.
to have had different washback effects on university curriculums. This qualitative
study examined the effects of the new TEFL PPEE on the applicants’ study plans
and strategies from the points of view of both Iranian university instructors and
applicants. To this end, we conducted in-depth interviews with 10 experienced
TEFL instructors from 4 different Iranian universities along with 10 applicants who
sat both the old and new entrance exams. Findings indicated that from, the points of
view of both instructors and applicants, the new exam has generated confusion in
terms of technical content covered. It was also revealed that it has been more bits-and-pieces-oriented. The new exam, in the instructors’ view, has induced the
applicants to develop exam-oriented strategies, rather than more demanding
cognitive skills as required by target program courses.
college students, especially those who educate in majors other than English-based
ones. They are reported to frustrate when they face with vocabulary items to be
learned, since they have trouble retaini ng them. The present study was carried out
to investigate the effect of keyword method, one type of linguistic mnemonic
device, on learning and retention of vo cabulary in Iranian non-English college
students. For the purpose of this investiga tion, 40 male and female non-English
college students were selected using Oxford Placement Test (Allan, 2004), and
divided into two groups, one experimental and the other control group. A pre-test
was designed and administered to both groups, and then a ten-session treatment
was initiated, teaching th e control group by word list memorization and the
experimental group through keyword met hod. Immediately after the treatment
phase, they received a post-test, called “immediate recall post-test”, to show to
what extent they have learned those words. Two weeks later, another post-test,
called “delayed recall post-test” was give n to the participants to assess their degree of vocabulary retention. The results demonstrated th at keyword method
affected participants’ vocabulary learning and retention significantly.
exams, such high-stakes exams are assumed to exert considerable influence
on Iranian public higher educational curriculums. The present study was
motivated to scrutinize the EFL instructors’ insights to explore the potential
washback effects of the new Iranian TEFL Ph.D. program entrance exam on
their teaching methodology, class assessment, and syllabus design. To this
end, the researchers conducted in-depth interviews with ten experienced
instructors teaching M.A. courses at four Iranian universities. The results
emerging from the close qualitative content analysis of the respondents’
introspection indicated that the new exam, despite its considerable
significance, fails to generate substantial effects on the instructors’ teaching
methodology and class assessment due to the inconsistency between the
objectives supposed to be met by the new exam administration and those
expected to be achieved in TEFL M.A. and Ph.D. programs. Further, it was
revealed that the new exam, on the contrary, substantially influences the
instructors’ syllabus design through conditioning their material and content
selection. This study further discusses the implications of the findings in the
context of Iranian TEFL higher education.
to have had different washback effects on university curriculums. This qualitative
study examined the effects of the new TEFL PPEE on the applicants’ study plans
and strategies from the points of view of both Iranian university instructors and
applicants. To this end, we conducted in-depth interviews with 10 experienced
TEFL instructors from 4 different Iranian universities along with 10 applicants who
sat both the old and new entrance exams. Findings indicated that from, the points of
view of both instructors and applicants, the new exam has generated confusion in
terms of technical content covered. It was also revealed that it has been more bits-and-pieces-oriented. The new exam, in the instructors’ view, has induced the
applicants to develop exam-oriented strategies, rather than more demanding
cognitive skills as required by target program courses.
college students, especially those who educate in majors other than English-based
ones. They are reported to frustrate when they face with vocabulary items to be
learned, since they have trouble retaini ng them. The present study was carried out
to investigate the effect of keyword method, one type of linguistic mnemonic
device, on learning and retention of vo cabulary in Iranian non-English college
students. For the purpose of this investiga tion, 40 male and female non-English
college students were selected using Oxford Placement Test (Allan, 2004), and
divided into two groups, one experimental and the other control group. A pre-test
was designed and administered to both groups, and then a ten-session treatment
was initiated, teaching th e control group by word list memorization and the
experimental group through keyword met hod. Immediately after the treatment
phase, they received a post-test, called “immediate recall post-test”, to show to
what extent they have learned those words. Two weeks later, another post-test,
called “delayed recall post-test” was give n to the participants to assess their degree of vocabulary retention. The results demonstrated th at keyword method
affected participants’ vocabulary learning and retention significantly.