The Effect of Pictorial Flashcards on the Sight Word Recognition in Kindergartens

Journal of Teaching English Lnaguage Studies

مقاله 1، دوره 6، شماره 3، خرداد 2018، صفحه 7-22   

نویسندگان

Haniyeh Hasani^{* 1}؛ Nesa Nabifar²

¹Department of English,Faculty of Literature and Foreign language, Islamic Azad University, Tabriz Branch, Tabriz,

²Department of English, Faculty of Literature and Foreign language, Islamic Azad University, Tabriz Branch, Tabriz, Iran

چکیده

It was a quasi-experimental study because the study involved in training participants in two
classes each containing about 5 to 6 years old pre-primary students. To this end, fifty students
participated in the study who were studying at Misagh School in Tabriz. In order to make
sure of their homogeneity, the researcher administered a pre-test. Based on the results, 40
students were selected as the participants of the study. The two intact classes (twenty students
in each class) were then randomly assigned into two experimental groups, each receiving one
type of sight word learning strategy. So, 30 words were given to the students as a pre-test. To
see the effect of pictorial flashcard on sight word recognition, the necessary instruction was
given. At the end of the last session of the treatment, a post-test was given to each group and
then their mean scores were compared through Independent Sample T-test. The analysis of
the results revealed significant difference in the efficiency of picture + text flashcard strategy
compared to the text only strategy in the post-test. Findings of the present study are useful for
EFL teachers, learners, language institutes, schools, and universities.

کلیدواژه‌ها

Sight Word Recognition؛ Pictorial Flashcards؛ Kindergartens

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