Multimodal and Audio-visual Vocabulary Input in a MALL Environment and its Effect on Iranian EFL Learners' Motivation and Reading Comprehension Ability

Reading is one of the English skills that Iranian students need to be good for a variety of reasons. Also, no individual can underestimate the role of vocabulary in mastering English language. Integration multimodal technology in instructing vocabulary is a new era in ELT which has not been studied enough in Iran. Therefore, the study investigated the effect of multimodal and audio-visual vocabulary input in a MALL environment on Iranian EFL learners' Motivation and reading comprehension ability. In order to carry out this study, the current paper used a quantitative design. The researcher in an experimental design, examined the effect of two types of input, namely, multimodal and audio visual on reading ability and motivation of intermediate EFL learners. The participants were ۸۰ EFL students at intermediate level that had ۱۰ sessions of treatment. They were divided into two experimental groups and pretest was assigned to them. After receiving the inputs (treatment), the participants took part in reading comprehension test again as their posttest, and MRP-R reading survey to measure any changes in their motivation. The results revealed that the treatments (audio-visual vocabulary input & multimodal vocabulary input) of the study were effective, and the second group (Multimodal input group) had better results. Another result was the effectiveness of MALL environment in conducting such treatments. Findings can help the related literature to add the knowledge about the pedagogical methods of multimodality. In addition, teachers will be aware of the effects of multimodality on students’ vocabulary knowledge and reading skill.