The effect of using Computer-Assisted Language Learning (CALL) on Iranian EFL learners’ vocabulary learning: An experimental study

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Ebrahim Nejati Amir Jahangiri Mohammad Reza Salehi


Recent years have witnessed an enormous growth in the number of teachers who use multimedia applications, computers and the Internet in their classrooms widely for educational purposes. This study examines the effect of Computer-Assisted Language Learning (CALL) on the vocabulary learning of Iranian EFL learners. To this end, 40 pre-intermediate and intermediate students enrolled at Iran Language Institute (ILI), Urmia, Iran were selected as participants. The Solutions Placement Test (SPT), developed by Oxford University, was administered in order to validate the participants' proficiency level. Subsequently, the participants were randomly assigned to two experimental groups and two control ones. The two experimental groups underwent the same procedures in receiving treatment. The control groups, however, did not receive any treatment. Prior to the treatments, all groups participated in pre-tests. Respectively, the students in the experimental groups were exposed to the treatments for eight sessions; the treatment included the teaching of word lists selected from the students’ books using computers. These words were taught to the experimental groups by means of “Vocaboly”, a multimedia software used for teaching vocabulary, while the control groups were taught using the traditional method of vocabulary teaching. Following the treatments, all groups participated in post-tests. The results of the comparison of the mean scores using a t-test indicated that the computer assisted vocabulary instruction (CAVI) groups (i.e. experimental groups) outperformed the control groups on post-tests. Therefore, the treatment proved to have a significant impact on vocabulary learning of the learners.


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