The Role of Persian Elaboration on Incidental Vocabulary Learning from Reading by EFL Learners

Abstract

This study attempted to tap into the potential of reading for incidental vocabulary learning by exposing EFL learners
to elaborated texts. This study was also concerned with investigating learners’ attitudes toward using elaborated
passages in their reading classes. To this end, 38 students were selected as the participants of this research and
divided into two groups. Students attending the experimental group (N=20) read Persian elaborated texts in which
the Persian meanings of the specified target words were provided in apposition to them. On the other hand, students
of the control group (N=18) were required to read the non-elaborated version of the aforementioned texts. Generally,
the results of the post-test pointed to the effectiveness of this approach in incidental vocabulary learning, and the
participants of the experimental group were found to gain a significant vocabulary improvement in comparison to the
control group. Furthermore, the interview suggested that students held positive attitudes to reading elaborated texts
and regarded them as effective in their vocabulary learning experience. The findings of this study have implications
for material developers who need to reconsider the role of modified materials.