Impact of Multimodal Vocabulary Instruction on Reading Comprehension and Vocabulary development among EFL Learners

This experimental study investigated the impact of multimodal vocabulary instruction on the reading comprehension and vocabulary development of EFL learners. This study involved a pool of 100 secondary-level learners who were randomly selected to both control and experimental groups. The experimental group received the instruction of multimodal instruction which included text, images, and interactive graphics; whereas the control group received traditional text-based treatment. The core intervention elapsed over eight week comprising semantic mapping, contextual lexical tasks, and multimedia instruments. Lexical knowledge was evaluated through vocabulary tests and reading skills were tested though IELTS reading test. This study employed both pre-and post-tests in order to collect the data which was later analysed using descriptive and independent sample t-tests. The findings revealed that there was no statistically significant difference between groups at baseline. Despite this result, post-test scores found out that the experimental group outperformed the control group in both vocabulary and reading comprehension tests. The results demonstrated that the given intervention had positive impact on learners’ overall performance in terms of vocabulary and reading skills through multimodal instruction. Pedagogical implications include the involvement of multimodal strategies, technology-enhanced learning, teaching, materials, and balanced evaluation of receptive a productive vocabulary knowledge of EFL contexts. Future research is recommended to examine long-term retention and application across different proficiency levels.

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