The impact of using gloss-mediated vocational vocabulary learning on the oral authentic use of vocational vocabulary among Iranian ESP learners

This quasi-experimental study intended to consider the role of using CALL-based and gloss-mediated vocational vocabulary learning its impact on authentic oral production. The used five different majors (anesthesiology, software, civil engineering, architecture, electronic science); for each major, there were two classes, so researcher conveniently selected one class as control group second experimental group. Thus, classes groups (each field class) class). total number participants was 210, that 106 learners in 104 groups. researchers a pretest select target items. For glossed groups, all items taught through glosses, whereas non-glossed did not receive any glosses. After treatment session, asked participate pictures description task describe 15 orally. first research question, an Independent Sample t-Test, Two-way ANOVA analyze collected data. By reviewing inferential statistics, significant difference between non-gloss conditions revealed, it can be concluded multimodal glossing lead more production L2 ESP learners. Moreover, teachers use computer-based information facilitator help have