The Impact of Visual Aids on the Retention of English Word Stress Patterns
Open accessAbstract
The present study aimed at comparing the effectiveness of three different techniques on learners’ long term memorization of English word stress patterns. After administering a quick placement test, 67 Iranian EFL elementary learners at language institutes were selected to participate in the study. Then they were divided into three groups. Before starting the instruction, a pretest was conducted to classify the participants’ abilities on word stress patterns. Then the new techniques were used to teach English word stress patterns. In all three groups, words were printed largely on a piece of paper and the syllables were clearly specified by dots. In group ‘A’, pronunciation and stress pattern of new words were taught aurally through the repetition of the words. In group ‘B’, all the procedure was exactly similar to that of group ‘A’, the only difference was that the stressed syllables were printed in bold. In group ‘C’, all the procedure was exactly similar to that of group ‘B’, except that the stressed syllables were not only printed in bold, but also introduced by teacher’s hand gesture. After two weeks, a delayed posttest was conducted to check long term memorization of the word stress patterns. The results of the study indicated that there was a significant difference between pretest and delayed posttest in all three groups. But the most meaningful difference belonged to group ‘C’. That is, the participants in the third group (gesture group) outperformed those in the other groups. Finally, some implications and suggestions provided for further research.
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There is much research providing empirical support for the role of gestures in L2 learning for aspects such as speech comprehension, word memorization and pronunciation.
“There is much research providing empirical support for the role of gestures in L2 learning for aspects such as speech comprehension [9,10], word memorization [11,12] and pronunciation [13–17].”
From Can grammatical morphemes be taught? Evidence of gestures influencing second language procedural learning in middle childhood (2023) · cites this paper as [15]
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Janzen Ulbricht, N. (2023) · PLOS ONE · doi:10.1371/journal.pone.0280543 · Cited by 3 · see citing works
- Authors
- Ghaemi, F., & Rafi, F.
- Affiliations
- Islamic Azad University, Karaj (IR)
- Islamic Azad University of Zanjan (IR)
- ORCID
- Rafi, Fahimeh
- Venue
- International Journal of Applied Linguistics and English Literature
- Published
- 2018-03-01
- Volume
- 7
- Issue
- 2
- Pages
- 225
- ISSN
- 2200-3452 (ISSN-L)
- 2200-3592
- OpenAlex
- W2794265195
- Cited by
- 8
- References
- 0
- Citations by year
- 2026: 1 · 2025: 1 · 2024: 2 · 2023: 1 · 2019: 3
- FWCI
- 4.22
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Locations
- International Journal of Applied Linguistics & English Literature (publishedVersion, cc-by)
- Topics
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Phonetics and Phonology Research
- Social Sciences › Psychology › Developmental and Educational Psychology › Second Language Acquisition and Learning
- Keywords
- English word stress, visual aids, long-term retention, pronunciation teaching, EFL learners, Iranian EFL learners
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