English language is a foreign language to Arbil, and it is an integral part of the modern societies. English language is spoken worldwide and adopted by many countries as either first or second language in workplaces and educational institutes. The English medium institutes are more popularly accepted compared to those institutes with local languages. English is notable medium of conversation among most societies (Taguchi, 2014) . English language learning requires the skills of speaking, reading, writing, and listening (Gebhard, 2013). Learning English language and teaching is generally challenging for the societies where it is not much commonly spoken or used frequently. The most challenging task for the classroom teachers is to analyze the most suitable techniques for teaching English as a foreign language in most developing and underdeveloped societies (Smith, Kuchah, & Lamb, 2017) . English language teaching does not only require the textual information, but also self-motivation of the instructor and it depends on the learning ability of the students (Copland, Garton, & Burns, 2014) .
There are many studies outlining the approaches and certainly different methodologies for teaching English as a second / foreign language including task-based learning and Audiolingual, communicative language teaching, neutral approach, content-based instruction, grammar-translation method, and direct method adding to these the oral approach (Richards & Renandya, 2002) . These methodologies are suitable for different situations including exploring, speculating, and describing the foreign language (Escandon, 2002) . English has become the hegemonic language especially of academics moreover; almost all curriculums and courses are taught in English language and there is no way to escape English as a foreign language (Bocanegra-Valle, 2014) . The rationale of this study is to integrate technology and modern tools into teaching and learning process for an easy and sustainable learning. English as foreign language needs dedication and every language is an art . Therefore, this research focused on evaluating the teaching of English language by making it more interesting and attractive piece of art rather than a social need. The private institutes in Iraq and Arbil – NTI lack responsiveness strategies and techniques for improving the English vocabulary of the students. Despite adopting English as a medium of language the students even in the English Department lack skills to play with English vocabulary that is not only significant for learning English as a second language but also it is fundamental to speaking fluently, understanding and writing confidently. Therefore, this study embarked on the idea of including the technological tools for innovative learning. It analyzed the effectiveness of visual technology especially animated video to implement this technique for teaching mid-career learners in Iraq. The aim of this study is to enhance the teaching mode of the students for sustainable knowledge and for a more adaptive approach towards English as a foreign language.
The objective of the study was to analyze the effectiveness of animated video method in vocabulary learning among students of Noble Technical Institute (NTI) In Arbil. The following specific objectives guided the study:
To determine the performance of student taught with animated video in Noble Technical Institute (NPI) In Arbil.
To determine the performance of student taught without animated video in Noble Technical Institute (NTI) In Arbil.
To compare the performance of student taught with and without animated video in Noble Technical Institute (NTI) In Arbil.
How effective is the animated video method in vocabulary learning among students of Noble Technical Institute (NTI) In Erbil?
The specific research questions are as follows:
How is the performance of student taught with animated video in Noble Technical Institute (NTI) In Arbil?
How is the performance of student taught without animated video in Noble Technical Institute (NTI) In Arbil?
What is the difference in performance of student taught with and without animated video in Noble Technical Institute (NTI) In Arbil?
The paper is structured as follows, “section 2 contains Significance of the study, section 3 contain methodology, section 4 contains result and discussion, and section 5 contains Conclusions and Recommendation