With regard to the results obtained from conducting the one-way ANOVA on the form recognition test and the meaning production test, rejection or confirmation of the null research hypotheses proposed in the study are dealt in the following lines.The first null hypothesis stated that lexical simplification does not have any effect on incidental vocabulary learning of Iranian EFL learners. Running one-way ANOVA on both the form recognition and meaning production tests indicated that the related null hypothesis was rejected. As it is indicated in Table 4.2 the results of running one-way ANOVA on the data obtained from the form recognition test revealed that there was no significant acquisition of form in the simplified condition. Similarly, according to Table 4.
4 there was no significant acquisition of the meaning in the related condition by conducting one-way ANOVA on the data acquired from the meaning production test. As a result, lexical simplification does not have significant effect on incidental vocabulary learning of Iranian EFL learners.The second research null hypothesis proposed that lexical elaboration does not have any effect on incidental vocabulary learning of Iranian EFL learners. Like the previous hypothesis, the results of conducting the one-way ANOVA on the form recognition as well as the meaning production tests indicated that, on the whole, the related null hypothesis was rejected.
As it is presented in Table 4.2 the results of running one-way ANOVA on the data obtained from the form recognition test indicated that the performance of participants in elaborated condition, was significantly higher than that in the simplified condition. The same is true with the results obtained from the meaning production test, resulting in the rejection of the second null hypothesis.The third research null hypothesis stated that lexical elaboration and lexical simplification affect the incidental vocabulary learning of Iranian EFL learners similarly. By comparing the performance of those participants reading lexically elaborated texts with those reading lexically simplified texts with respect to the results of the one-way ANOVA analyses performed on the data obtained from form recognition test as well as meaning production test indicated that these two different types of lexical modifications have significant different effects on Iranian EFL learners thus the related null hypothesis was rejected.
