The Effect of Virtual Instruction Via Imo Application on Intrinsic-Motivated and Extrinsic-Motivated Efl Learners' Vocabulary Development

Abstract

Virtual instruction gives the chance of using a personable portable device to enhance learning and presents it the "anytime, anyplace" feature (Wu, R. et al., 2006). There is an increase in the use of virtual instruction in both educational purposes and personal usage all over the world (Mckethan. W., et al., 2001). The current study aimed to investigate the effect of virtual instruction via imo application on intrinsic-motivated and extrinsic-motivated EFL learners' vocabulary development. To this end, 60 Iranian EFL learners from two language institutes in Yasuj, Iran, were selected based on convenience random sampling. Second, the selected participants took the motivation questionnaire. In terms of the questionnaire results, the participants were divided into the extrinsic-motivated and intrinsic-motivated learners. Both groups had a virtual instruction via Imo application within six sessions. Prior to the instruction, the vocabulary pretest was administered to ensure the homogeneity of the two groups regarding the vocabulary proficiency. After the instruction, the posttest was conducted to compare groups’ vocabulary development through independent samples t-test. The findings revealed that the virtual instruction was more effective on Iranian EFL extrinsic-motivated learners than Iranian EFL intrinsic-motivated learners.