Document Type : Original Article
Authors
1
Department of English Language, South Tehran Branch, Islamic Azad University, Tehran, Iran
2
Department of English Language, Faculty of Foreign Languages, Roudehen Branch, Islamic Azad University, Roudehen, Iran
3
Department of English Language, Faculty of Foreign Languages, Varamin Branch, Islamic Azad University, Varamin, Iran
4
Department of English Language, Khoramabad Branch, Islamic Azad University, Khoram-Aabad, Iran
Abstract
The current study examined the effect of implementing student-centered versus text-based approaches on the learning vocabulary of Iranian ESP university students of aviation. To meet the objective of the study, a cohort of 40 male ESP university students of aviation, signified as homogenous pre-intermediate learners chosen through the Oxford Placement Test (OPT), were selected from a pool of 60 EFL learners at the University of Shahid Sattari in Tehran, Iran. The participants were divided randomly into two groups: experimental group A (student-centered approach) and experimental group B (text-based approach), each comprising 20 students. The researchers conducted six sessions lasting 60 minutes each, during which English aviation vocabulary items were taught to the students given their respective approaches. The results of Analysis of Covariance, F(1, 37) = 9.50, p = .004, showed that the student-centered approach yielded a more pronounced effect on the learners’ aviation vocabulary acquisition than the text-based approach. These findings are discussed concerning the previous research. The study concludes with pedagogical implications for EFL teachers, material developers, course designers, and language assessors.
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