impact of audio-visual modalities on disabled learners’ vocabulary recall

The purpose of the study was to investigate impact of audio –visual modalities on disabled learners’ vocabulary recall. the researcher selected 20 homogeneous beginners and they were randomly divided into two equal groups, one of which would receive aural-based instruction and another of which would receive visual-based instruction. then a vocabulary pre-test was administered to find out the participants knowledge at the beginning of the course. they participated in the 10 treatment sessions of learning 30 unknown and new words. the visual group received pictorial cues in learning vocabulary while the aural group received repetition and listening practice of the vocabulary. after the treatment, the immediate post-test was employed to discover the participants recall. one month later, the delayed post-test was employed to estimate their retention. data will be analyzed through an independent t-test among the visual and aural groups in the pre, immediate, and delayed post-tests. the statistical method is done through descriptive and inferential statistics through ibm spss version 17. the results revealed that the visual group outperformed in the immediate and delayed post-tests. this study showed that the aural and visual instructions positively promoted vocabulary learning for iranian efl learners with disabilities. the results of this study suggest that visual and aural instructions can be used by disabled learners in rehabilitation institutes to develop their vocabulary learning, especially among beginners.