فهرست نشریات علمی دسترسی آزاد ایران

Mastering vocabulary remains a major challenge for language learners, prompting a continuous exploration of the most effective long-term retention strategies. This study aimed to investigate the efficiency of single- and dual-coding representation of L2 vocabulary items in the recall and retention of concrete words in two successive and distinct phases. In phase one, four distinct groups of female and male Iranian EFL language learners (n=80) received target concrete word instruction within the framework of verbal- (i.e., decontextualized L2-L1 flashcards) and visual-coding channels (i.e., semi-contextualized picture-supported L2 flashcards). In phase two, three distinct groups of participants (n=60) were exposed to verbal-, visual-, and dual-coding (i.e., verbal representations paired with pictures and L1 equivalents) methods for learning target concrete words. Afterwards, Kruskal-Wallis tests and Repeated Measures ANOVA were run to assess the differences in participants’ vocabulary retention across different teaching methods. A comparative analysis of pretest and posttest scores across both phases underscored the importance of integrating verbal coding of L2 vocabulary with visual imagery and dual-coding techniques for effective teaching of concrete word items. Moreover, the findings suggest that an exclusive focus on verbal encoding may impede language learners’ ability to efficiently and progressively expand their L2 lexicon. Ultimately, this multimodal approach promotes deeper cognitive engagement, enhances long-term retention, and highlights potential benefits of gender-responsive teaching strategies.