Vocabulary Instruction through Blended Learning and Multimedia Software in Iranian ESP Classes

The purpose of this study was to investigate the impact of blended learning and multimedia software on Iranian ESP student's vocabulary learning. To this end, 120 Iranian ESP learners were assigned to two groups: the experimental and control groups. The experimental group received instructions through multimedia software while the control group received traditional instructions. The data were collected through a vocabulary posttest and classroom observations. The results indicated the great level of disparity between the two groups of learners regarding their acquisition of new vocabulary - in other words, multimedia software had positive effect on student's vocabulary learning. In addition, learning with technology also showed positive activity engagement. Based on the current study, suggestions were made on how multimedia software can be adopted and incorporated more effectively in ESP classes.