the differential effects of movie genre on iranian pre-intermediate efl learners’ active vocabulary learning across gender

The present study investigates the differential effects of movie genre on iranian pre-intermediate efl learners’ active vocabulary learning across gender. to do so, one hundred and fifty efl learners who studied at sarzaeem language institute in karaj, alborz province, participated in this study. oxford placement test (opt) was administered in order to manifest the participants homogeneity in terms of language level of proficiency. through opt, 60 homogenized efl learners were selected, 30 each of male and female efl learners. the participants were classified into four experimental groups: action movie group (n=30); romantic movie group (n=30) which male and female efl learners watched either movie genre, e1 (mr), e2 (ma), e3 (fr) and e4 (fa). the instruments of this study were vocabulary pre- and posttests. the collected data were analyzed through paired-sample t-test and a one-way anova. the result showed that both action and romantic movies had a significant effect on pre-intermediate efl learners’ active vocabulary learning. therefore the first and the second hypotheses were rejected. moreover, there was statistically meaningful difference between the performances of experimental groups in active vocabulary learning after they received instruction. the current study had few implications for language teachers, efl learners and syllabus designers to use audiovisual programs in facilitating active vocabulary learning process.