The Comparative Impact of Visual Aids and Contextualization on Field dependent and Field independent EFL Learners’ Vocabulary Retention

This study aimed to compare the impact of two vocabulary teaching techniques, contextualization and visual aids on field dependence/independence learners’ vocabulary retention among third grade students of public secondary school in Iran. 120 EFL learners studying at two secondary schools in Savojbolagh were randomly selected and were assigned to two almost homogeneous groups, based on their scores on a Nelson proficiency test. The learners were checked for their vocabulary knowledge prior to the start of the treatment. Next, the standard Group Embedded Figures Test (GEFT) developed by Witkin et al (1971) was administered to classify each participant’s level of field independency. The two groups were exposed to identical vocabulary text during classes held twice a week in the four month treatment period. The context group received vocabulary instruction through contextualization method while the other experimental group which was called visual aids group was taught through visual aids techniques of vocabulary teaching. Two weeks after the end of the treatment a delayed posttest was administered to show the differences in vocabulary retention in the two groups. The collected data was analyzed through T Test and ANCOVA using SPSS software. The results led to the rejection of all the four null hypotheses.