The Effectiveness of Teaching Neurocognitive, Multimedia, Metacognitive, Socio-Cultural Techniques on Learning and Remembering English Words in Second Language Learners

The aim of this study was to investigate the effect of teaching techniques based on neurocognitive, multimedia, socio-cultural, metacognitive, neurocognitive, and multimedia theories on EFL learners’ ability to recall and identify English vocabulary. The semi-experimental method used was pre-test-post-test with a control group constituted the semi-experimental design. All pupils enrolled in English language educational institutions in Qom city in 2021 comprised the statistical population.The statistical sample for this study was comprised of male language learners from two institutions who were selected at random; sixteen experimental groups and 17 control groups were formed. In eight 45-minute sessions, the experimental group was instructed using visual/pictorial methods, the multi-sensory method, circle rotation, narration, and note-taking. In contrast, the control group received instruction using the standard method. Data for the study were obtained from both the experimental and control groups through the administration of a test developed by the instructors. The statistical analysis of covariance and split plot was conducted utilizing version 22 of the SPSS software. It was determined, following the analysis, that techniques based on the proposed domains increase the rate of recall and vocabulary recognition both within and between groups. The findings indicate that the implementation of strategies significantly impacts both the recall and recognition of vocabulary.