The Impact of Rote Learning on Vocabulary Learning: The Case of Iranian EFL Learners with Visual and Auditory Learning Styles


1 Department of English Language, Kazeroon Branch, Islamic Azad University, Kazeroon, Iran

2 Department of English Shiraz Branch, Islamic Azad University, Shiraz, Iran


This study aimed to explore the effect of rote learning (word list learning) on boosting visual and auditory learners' vocabulary retention. To this end, the Oxford Placement Test (2007) was administered, in order to identify the learners' proficiency level. Then 31 subjects who were studying at the Iran Language Institute (ILI) in Bushehr, Iran, and belonged to available sampling were singled out. To distinguish the learners' preference for learning styles in gaining vocabularies, Barsch Learning Style Inventory (1991) providing a focus on visual, auditory, and tactual learning style preferences was employed. Afterwards, the researcher-made pre-test was carried out. Then, during the 8 treatment sessions, some new vocabulary items were instructed through word list learning. At the end of the treatment, the researcher-post-test was conducted. Next, after two weeks, the delayed posttest was carried out to differentiate the degree of retention among the visual and auditory participants. In the end, to analyze the data, Independent samples t-test was conducted. The findings cast light on the fact that the large number of the learners favored visual learning style. Furthermore, the visual learners outperformed the auditory learners in recalling the new words while exposed to the rote learning.