Effects of pictorial instruction vs textual glossing of phrasal verbs in Iranian EAP reading classes

2019 IJRSE – Volume 8 Issue 1


Latifirad, Zahra
ACECR Institute of Higher Education, Isfahan Branch, Islamic Republic of Iran

Rezvani, Ehsan*
Islamic Azad University, Isfahan (Khorasgan) Branch, Islamic Republic of Iran (rezvani_ehsan_1982@yahoo.com)


This study was an attempt to explore the effects of pictorial instruction and textual glossing technique for teaching phrasal verbs in Iranian EAP reading context. First, 28 homogeneous students who had the same language proficiency level and were checked for their vocabulary and phrasal verbs knowledge were divided into two experimental groups. One group was assigned as pictorial group who received the picture instruction of phrasal verbs within EAP reading text, while the other group was the textual glossing group and the participants received the phrasal verbs within EAP reading texts by glossing technique. The results indicated that the pictorial group showed improvement in their knowledge of phrasal verbs while there was not such a change in the glossing group. Furthermore, the comparison of these two groups showed that there was a significant difference between them and the pictorial group outperformed glossing group. The findings of the present study can help EFL language teachers and materials developers in teaching phrasal verbs.

Keywords: vocabulary; EAP Reading; phrasal verbs; pictorial instruction; textual glossing technique


DOI: https://doi.org/10.5861/ijrse.2018.3015

*Corresponding Author