The Effects of Graphic Organizer Strategy on Improving Iranian EFL Learners’ Vocabulary Learning

Abstract

This study aimed at investigating the effect of graphic organizer strategy on improving Iranian EFL learners' vocabulary learning. Fifty students participated in this study which lasted for one academic semester. The students were divided into two groups: one experimental group in which students were taught new vocabulary items through graphic organizers in form of clusters and pictures, and one control group whose students were taught the same items through traditional instruction. At the beginning of the program, the researchers conducted Cambridge Mover Tests in order to assure the homogeneity of the students' proficiency level. A pretest was subsequently administered on learners' vocabulary knowledge. Then the intervention commenced. At the end of the sessions, one posttest was conducted for measuring effectiveness of the treatment. Then the researchers analyzed the gathered data. Because there were two groups in this study, the researcher used t-test for analysis, paired t-test for comparing the results within groups, and independent t-test for comparing the results between groups. The results showed that graphic organizers were indeed conducive to L2 vocabulary learning by the learners.