This study investigates the effectiveness of picture-based vocabulary instruction, relative to traditional paper-based instruction, in teaching green energy terminology to English for Specific Purposes (ESP) students. Forty undergraduate students majoring in World Economy and International Economic Relations at Tashkent State University of Economics (TSUE) were divided into an experimental group (n = 20), instructed using picture-supported materials, and a control group (n = 20), instructed using traditional paper-based word lists. Following instruction, both groups completed a 25-item multiple- choice vocabulary test delivered through Blooket, a gamified Mobile-Assisted Language Learning (MALL) platform. Scores were analyzed in JASP using an independent-samples t- test. The experimental group (M = 19.85, SD = 2.25) scored significantly higher than the control group (M = 16.25, SD = 2.63), t(38) = 4.65, p < .001, Cohen’s d = 1.47, indicating a very large effect. The findings support Dual Coding Theory and the Cognitive Theory of Multimedia Learning, suggesting that visual support substantially strengthens the acquisition of abstract, technical ESP vocabulary. Pedagogical implications for combining pictorial instruction with gamified MALL assessment in ESP vocabulary teaching are discussed.
| Mualliflar | Muborak, Azimova |
|---|---|
| Jurnal | Қўқон ДПИ. Илмий хабарлар |
| Nashr sanasi | 2026-08-10 |
| Jild | 8 |
| Son | 07. |
| Betlar | 12-18 |
| Til | Ingliz |
| DOI | 10.70728/c.series.ped.v08.i07.002 |
DOI: 10.70728/c.series.ped.v08.i07.002 · Maqolaning asl sahifasi
ESP vocabulary instruction, visual aids, picture-based learning, green energy terminology, Mobile-Assisted Language Learning (MALL), Blooket, Dual Coding Theory
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