the effect of technologically-based textual input enhancement on iranian efl learners' vocabulary development

This study tries to investigate the effect of technologically-based and traditionally-based text-enhancement (highlighting technique) on the efl learners’ vocabulary development. for this to achieve, 90 homogeneous iranian female students were randomly assigned to one control and two experimental groups (n= 30). the first experimental group received instruction regarding technologically-based text- enhancement (powerpoint presentation) and the second experimental group received instruction regarding traditionally-based text-enhancement (via printed texts) and participants attended in ten sessions to become familiar with the advantages of text- enhancement concerning vocabulary learning; while the control group was exposed to non-enhanced input via whiteboard and teacher’s explanation (traditionally). a one-way anova and a paired-sample t-test were conducted to compare the groups’ means of applied instruments and to determine the effect of text-enhancement techniques. the results revealed that: a. the experimental groups outperformed the control group. b. the experimental group who was instructed through multimedia (powerpoint presentation) performed better than the second one that received text-enhancement instruction via printed texts (traditionally) but with no significant difference. c. the traditionally-based experimental group using printed texts did not differ significantly from the control group. findings suggest that learning vocabulary through form-focused strategy and in particular, powerpoint presentation (ppt) gives teachers the chance to save time in the classroom and allocate more time to less-skilled learners.