The impact of computer-assisted language learning on Iranian EFL students’ vocabulary learning

Article Sidebar

PDF
Published: Nov 11, 2016
Versions:
2016-11-11 (1)
DOI: https://doi.org/10.18844/gjflt.v6i4.1673

Main Article Content

Abstract

This study aimed to explore the impact of computer-assisted language learning on Iranian EFL students’ vocabulary learning. Participants of the study were 76 students – 29 males and 47 females – learning English as a foreign language in Parto, Sadr, Poyesh and Andishe Institutes in Ahvaz who were selected after taking the Nelson English Language Test as a proficiency test. They were randomly divided into two groups. One group was taken as control and the other as experimental group. Both groups participated in the teacher-made test of vocabulary, Vocabulary Levels Test (VLT), and Word-Associates Test (WAT) as pre-test. During class sessions the control group was taught the vocabulary, in the conventional way, through the printed textbook while the experimental group taught by the software version of the same book. Three ANCOVAs were run to compare the performance of experimental and control groups after the treatment period. The results of the ANCOVAs revealed that using vocabulary learning software was more effective than using printed book on vocabulary learning, vocabulary breadth, and vocabulary depth of the participants. The results of the present study could help EFL course book designers, foreign language institutes, educational planners, material developers, teachers, and learners to provide a better context for EFL learning.

 

Keywords: computer-assisted instruction, computer-assisted language learning, information communication technology, vocabulary breadth, vocabulary teaching software.

 

 


Downloads

Download data is not yet available.

Article Details

How to Cite
The impact of computer-assisted language learning on Iranian EFL students’ vocabulary learning. (2016). Global Journal of Foreign Language Teaching, 6(4), 210–217. https://doi.org/10.18844/gjflt.v6i4.1673
Issue
Vol. 6 No. 4 (2016): November
Section
Articles
Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors who publish with this journal agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (SeeThe Effect of Open Access).

References

Aryadoust, S. V., & Lashkary, H. (2009). " Teaching Aids: Effective in Iranian Students’ Lexical Acquisition?. The Asian EFL Journal Quarterly September 2009 Volume 11, Issue 3, 329.
Bismonte, A. R., Foley, C. L., & Petty, J. A. (1994). Effectiveness of the possible sentences vocabulary strategy with middle school students in Guam. Reading Improvement, 31(4), 194-199.
Crystal, D. (1987). The cambridge encyclopedia of language. New York: Cambridge University Press.
Evans, B. (1978). The power of words in language awareness (2nd ed.). New York: St. Martin’s Inc.
Gunduz, N. (2005). Computer assisted language learning. Journal of Language and Linguistic Studies, 1(2), 193-214.
Harris, D.P. (1969). Testing English as a second language. New York: McGraw-Hill Book Company.
Iheanachu, C.C. (1997). Effects of two multimedia computer-assisted language learning programs on vocabulary acquisition of intermediate level ESL students. Retrieved from; http://scholar.lib.vt.edu/theses/available/etd-11397-193839/
Kilickaya, F., &Krajka, J. (2010). Comparative usefulness of online and traditional vocabulary learning. The Turkish Online Journal of Educational Technology, 9(2), 55-63.
Lu, F.L. (2010). English learners’ incidental vocabulary acquisition in the video-based CALL program. Asian EFL Journal, 12(4), 51-66.
McCarthy, M., & O’Dell, F. (1995). Vocabulary in use. Cambridge: Cambridge University Press.
Naraghizadeh, M., & Barimani, S. (2013). The effect of CALL on the vocabulary learning of Iranian EFL learners. Journal of Academic and Applied Studies, 3(8), 1-12.
Nation, J.L. (1983). A new method using hexamethyldisilazane for preparation of soft insect tissues for scanning electron microscopy. Stain technology, 58(6), 347-351.
Nelson, B. (1998). Web-based vocabulary activities: pedagogy and practice. Computer-Assisted Language Learning, 11(4), 427-435.
Pellow, R.A. (1995). Thermatic teaching of vocabulary and reading comprehension through description of TV movies. Reading Improvement, 23(3), 130-134.
Pouwels, J. B. (1992). The effectiveness of vocabulary visual aids for auditory and visual foreign language students. Foreign Language Annals, 25(5), 391-401.
Rahimi, A., & Sahragard, R. (2008). Vocabulary learning can be fun. California Linguistic Notes, 33(2), 1-33.
Read, J., (2000). The development of a new measure of L2 vocabulary knowledge. Language Testing, 10(3), 355-371.
Schmitt, N., Schmitt, D., & Clapham, C. (2001). Developing and exploring the behavior of two new versions of the Vocabulary Levels Test. Language Testing, 18(1), 55-88.
Watts, S.M., & Bucknam, J. (1996). Using vocabulary studies to teach contextual analysis in grade four. Reading Horizons, 37(2), 170-180.