MEXTESOL Journal, Volume 37, Number 1, 2013 1 The Effect of Visually-Supported Vocabulary Instruction on Beginner EFL Learners' Vocabulary Gain 1 Karim Sadeghi 2 , Urmia University, Iran Bahareh Farzizadeh, Urmia University, Iran Abstract This study investigated the vocabulary learning gains of beginner EFL learners in the Iran Language Institute (Urmia branch) using the application of visual aids and the traditional technique of definition. The proposed hypothesis predicted no significant difference between the two methods. The participants (N=44, within the age range of 10-16 and all males) were chosen using an intact group design sampling procedure. Instruments included Remedial Tests of the institute, serving both as a pre-test and a post-test with vocabulary as the main focus. The study lasted for three months, during which the experimental group was taught using visual aids and the control group, using traditional definition. The analysis of data using independent t-test indicated the experimental group outperformed significantly better than the control group in the post-test. The results offer a wealth of opportunity for teachers to experience the visual-supported approach to teaching vocabulary. Resumen Este estudio investigó las mejorías en aprendizaje de principiantes en cursos de inglés para extranjeros en el Instituto de Idiomas de Iran (Urmia) utilizando ayudas visuales y la técnica tradicional de usar definiciones. La hipótesis predijo ninguna diferencia significativa entre los dos métodos. Los participantes (N=44, dentro del rango de edad de 10-16 años y hombres todos) se escogieron mediante un procedimiento de diseño de grupos por muestreo. Los instrumentos incluyeron exámenes de regularización del Instituto que sirvieron como una prueba preliminar y posterior con el vocabulario como punto principal. El estudio tuvo una duración de tres meses, durante los cuales se enseñó al grupo experimental por medio de ayudas visuales y el grupo de control utilizando definiciones tradicionales. El análisis de los datos, hecho usando una prueba independiente de prueba-t, indicó que el grupo experimental superó significativamente al grupo de control en el prueba posterior. Los resultados ofrecen una amplia oportunidad para que los maestros experimenten el método de la enseñanza de vocabulario por medio del usos de ayudas visuales. Introduction As human beings, we are so immersed in our daily lives that often we take for granted the routines of fulfilling successful communication. Quite often, the question of ''how can we communicate the way we do?'' occurs to those who strive to make successful communication with their interactants. Communication calls for the integration of many skills and one of which is vocabulary build-up. As such, vocabulary is an essential component of language, and one’s vocabulary repertoire can have a direct link with the success of communication. Before going further, I shall offer a definition of vocabulary. The term is coupled with difficulties and lack of consensus (Meara, 1990; Nation, 2000). Generically speaking, vocabulary is the knowledge of the meanings of the words (Hiebert & Kamil, 2005). This definition is complicated by the fact that words come in at least two forms: oral (words whose meanings we know when we read or speak orally) and print (word meanings known when we read or write silently). Knowledge of words also incorporates two forms: receptive, that we can understand or 1 This is a refereed article 2 ksadeghi03@gmail.com