Mobina Hosseini - Department of English, Faculty of Humanities, South Tehran Branch, Islamic Azad University, Tehran, Iran

The present research aims at determining whether using video-treated pre-task and post-task instructions affect immediate vocabulary recall directly. To this purpose, one hundred and twelve Iranian EFL learners were selected through the convenience sampling method. Based on the OPT scale, ninety of the participants were chosen and put into three groups of pre-task, post-task, and control. After piloting seventy-seven multiple-choice vocabulary questions, the researcher used a fifty-item multiple-choice as the pre-test and a five-item multiple-choice as the post-test. The treatment took ten sessions. Repeated Measure ANOVA, t-Test procedure, and ANCOVA procedure were run to analyze the data. The result showed that there was an important difference between the performances of the groups regarding their immediate vocabulary recall in the post-test. The learners recalled the vocabularies better in the pre-task and post-task groups compared to the control group. Also, the post-task group outdid the pre-task group. Therefore, video-treated post-task instruction improves learners' immediate vocabulary recall significantly.

Immediate recall, Pre-task, Video-treated, Vocabulary