Examining the Impact of Consciousness-Raising and Picture–Word Inductive Model Teaching Methods on Educational Progress of English Grammar

Hossein Zeinalipour, Sima Sadeqi, Sareh Mola’i


This study has attempted to examine the impact of consciousness-raising and picture–word inductive model teaching methods on educational progress of English grammar of high school girl students studying in the second year of high school. Consciousness - raising   teaching method was used for the first experimental group and the picture –word inductive model teaching method was used for the second experimental group. The design of this research was of quasi-experimental type. Furthermore, two-level factorial design was used in this study. Regarding the population of this study (350 subjects), 40 subjects were selected using available sampling method. Educational progress of students were assessed through tests (pretest and posttest) examined by a specialist. Data obtained from this study were analyzed using dependent T and covariance analysis. The results indicated that these two teaching methods had influenced the educational progress of English grammar. However, there was no statistically significant difference between these two methods.

Full Text:

PDF 106-110


Askari, Mohammad Iman, & Nikoopour, Jahanbakhsh. (2018). The Impact of Teaching Methods Applied in Translation Courses on the Translation Proficiency Development of Student Majoring in English Language. Language and Translation, 8(1), 65-83.

Atai, Mahmood Reza, & Mazlum, Farhad. (2013). English language teaching curriculum in Iran: Planning and practice. The Curriculum Journal, 24(3), 389-411.

Christison, MaryAnn, Duff, Patricia A, Christian, Donna, & Spada, Nina. (2015). Teaching English Grammar in Context: The Timing of Form-Focused Intervention Teaching and Learning English Grammar (pp. 58-73): Routledge.

El Ansari, Walid, Suominen, Sakari, & Draper, Steve. (2017). Correlates of achieving the guidelines of four forms of physical activity, and the relationship between guidelines achievement and academic performance: undergraduate students in Finland. Central European journal of public health, 25(2), 87.

Flowerdew, Lynne. (2015). Data-Driven learning and language learning theories. Multiple Affordances in Language Corpora for Data-Driven Learning. Amsterdam: John Benjamins, 15-36.

Fotos, Sandra. (2001). Cognitive approaches to grammar instruction. Teaching English as a second or foreign language, 3, 267-283.

Grabe, William, & Kaplan, Robert B. (2014). Theory and practice of writing: An applied linguistic perspective: Routledge.

Happy Lailatul, Rohmah. (2017). The effect of using picture word inductive model (PWIM) on students' vocabulary mastery to the seventh grade students at SMPN 1 Balong in academic year 2016/2017. IAIN Ponorogo.

Huda, Miftachul, Yusuf, Jibrail Bin, Azmi Jasmi, Kamarul, & Zakaria, Gamal Nasir. (2016). Understanding Comprehensive Learning Requirements in the Light of al-Zarnūjī’s Ta ‘līm al-Muta ‘allim. Sage Open, 6(4), 2158244016670197.

Huitt, William. (2011). A holistic view of education and schooling: Guiding students to develop capacities, acquire virtues, and provide service. Paper presented at the Revision of paper presented at the 12th Annual Conference sponsored by the Athens Institute for Education and Research (ATINER), Athens, Greece.

Jiang, Xuan. (2014). Vocabulary Learning through Use of the Picture-Word Inductive Model for Young English Learners in China: A Mixed Methods Examination Using Cognitive Load Theory.

Joyce, Bruce R, & Calhoun, Emily. (1998). Learning to teach inductively: Allyn and Bacon.

Khoshsima, Hooshang, & Toroujeni, Seyyed Morteza Hashemi. (2017). Computer-Based Testing: Score Equivalence and Testing Administration Mode Preference in a Comparative Evaluation Study. International Journal of Emerging Technologies in Learning (iJET), 12(10), 35-55.

Mehrani, Mehdi, & Behzadnia, Ali. (2013). English teachers’ research engagement: Current barriers and future strategies. International Journal of Foreign Language Teaching and Research, 1(4), 17-32.

Nassery, Omid. (2013). An investigation into text quality in writing by Farsi learners of English. Eastern Mediterranean University (EMU)-Doğu Akdeniz Üniversitesi (DAÜ).

Nunan, David. (2015). Teaching English to speakers of other languages: An introduction: Routledge.

Prince, Michael J, & Felder, Richard M. (2006). Inductive teaching and learning methods: Definitions, comparisons, and research bases. Journal of engineering education, 95(2), 123-138.

Richards, Jack C, & Schmidt, Richard W. (2013). Longman dictionary of language teaching and applied linguistics: Routledge.

Samaei, Seyedeh Maryam, Jafariroshan, Marjan, & Arshadi, Farnaz Keshavarzi. (2014). Effect of two methods of English teaching in inductive method (picture-word and object perception) on learning of English words among educable mentally retarded male students in guidance school at Tehran. International Journal of Physical and Social Sciences, 4(12), 102.

Sugiharto, Setiono. (2006). Grammar consciousness-raising, research, theory, and application. Indonesian Journal of English Language Teaching, 2(2), 140-148.

Yuliana, Erni. (2011). The Use Of Picture Word Inductive Model (PWIM) in Teaching Vocabulary: An Experimental Research at The Seventh Grade of Madrasah Tsanawiyah sunan kali jaga bawang batang in The Academic Year of 2010/2011. Thesis at IAIN Walisongo, Semarang: Unpublished.

Yunus, Melor Md, Salehi, Hadi, & Amini, Mahdi. (2016). EFL teachers’ cognition of teaching English pronunciation techniques: A mixed-method approach. English Language Teaching, 9(2), 20.


  • There are currently no refbacks.

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

World of Researches Publication