The Effect of Etymology Instruction on Vocabulary Learning of Upper-Intermediate EFL Iranian Learners

Moslem Zolfagharkhani, Rokhsareh Ghorbani Moghadam


The present study mainly focused on the impact of etymology instruction on vocabulary learning of Iranian EFL upper-intermediate learners; secondly, it aimed to find out whether there is any significant difference between the performance of male and female learners in learning vocabulary through etymology strategy or not. To accomplish the study, 60 EFL learners studying English as their major within the age range of 20 to 28 of both males and females at SabzevarTarbiatMoallem University and SabzevarPayam-e-Noor University, Iran participated in this experiment.Their language proficiency was determined by the TOEFL test. In order to determine their homogeneity in vocabulary knowledge, a vocabulary test was given to them. Then they were randomly assigned to one control group and one experimental group, each including thirty students. Only the experimental group received the treatment. The control group followed its normal educational program. After completing the treatment sessions a posttest was administered to determine the effect of etymology instruction. To determine the statistical significance of the difference between the means of the two sets of scores, t-test was employed. The results of the study revealed that the students receiving treatment in the experimental group outperformed those in the control group. To test the second hypothesis another t- test was used to analyze the data, the results of which indicated that male and female EFL learners in experimental groupdiffered in their performance.

Key words: Etymology strategy; Affix; Vocabulary learning; Vocabulary learning strategy


Etymology strategy; Affix; Vocabulary learning; Vocabulary learning strategy



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