Abstract
This paper investigates the impact of employing poster-making activities on the vocabulary proficiency of intermediate-level International Information Technology Students. The study focuses on a sample of four groups, each comprising 15 students, randomly assigned to either the treatment or control condition. The treatment group engages in structured poster-making exercises centered around IT-related terminology, while the control group receives conventional vocabulary instruction through traditional methods. Pre- and post-assessments, consisting of standardized vocabulary tests, will be administered to all four groups to measure vocabulary acquisition. Statistical analysis will be employed to compare the pre- and post-test scores between the treatment and control groups, while controlling for any initial differences in vocabulary proficiency. This article strictly adheres to a quantitative methodology, focusing on objective measurements of vocabulary gains. The study aims to provide empirical evidence regarding the effectiveness of poster-making activities as a supplementary tool for vocabulary enhancement in the context of Information Technology education. The findings of this study will contribute to the growing body of literature on innovative language learning strategies tailored to specialized fields like information technology. Additionally, the results will offer practical insights for educators and curriculum developers seeking evidence-based approaches to address the unique language learning needs of students in technical disciplines.