Volume 7, Issue 3 (9-2022)                   IJREE 2022, 7(3): 94-104 | Back to browse issues page

XML Persian Abstract Print


Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:

Delavari Khalifehkari G, Pourhosein Gilakjani A. A Comparative Study of Effects of Computer-Assisted Language Learning (CALL) and Conventional Methods of Instruction on Intermediate EFL Learners’ Vocabulary Learning. IJREE. 2022; 7 (3)
URL: http://ijreeonline.com/article-1-720-en.html
Department of English Language Translation, Lahijan Branch, Islamic Azad University, Lahijan, Iran
Abstract:   (169 Views)
The present study aimed at investigating the effect of CALL on intermediate EFL learners’ vocabulary learning and comparing it with traditional teaching method. To this end, a quasi-experimental design was used in which 80 students were chosen based on their performance in an Oxford Placement Test (OPT), and were randomly assigned to the experimental and control groups. Six reading comprehension passages consisting of 72 new words were selected from the book “504 essential words” and used as the pretest of the study. Then, the experimental group received twelve sessions of treatment which was teaching vocabulary through different tools in the computer such as related pictures, video, textual highlights, PowerPoint slides, or Narsis software while the control group received the traditional way of teaching such as providing oral pronunciation of words, explaining their parts of speech, and offering a direct translation of words in Persian. Afterward, both groups attended the post-test of vocabulary at the end of the study. The scores of learners in pretest and posttest were analyzed statistically via running independent T-test. The findings revealed that CALL instruction was more effective in enhancing learners’ vocabulary learning in comparison to the traditional vocabulary instruction. The findings indicated that the experimental group had a better performance than that of the control group, and the learners in the CALL group learned more vocabulary than the learners in the traditional group. The findings of this research have implications for teachers and learners as teachers can use CALL in EFL classes to help them be independent learners, and make vocabulary learning more attractive and enjoyable to learners. The findings can help material developers and syllabus designers to consider the importance of CALL while planning textbooks and materials.
 
Full-Text [PDF 538 kb]   (23 Downloads)    
Type of Study: Research | Subject: Special

References
1. Abbasi, M., & Hashemi, M. (2013). The impact/s of using mobile phone on English language vocabulary retention. International Research Journal of Applied and Basic Sciences, 4(3), 541-20. https://pdfs.semanticscholar.org/7fef/d0f1e06f5361b7eb35a42ca10b2b27099832.pdf?_ga=2.53656872.1099048546.1580890032-1722624921.1551015843
2. Abdollahi-Guilani, M., Subakir Mohdyasin, M., & Hua, T. (2011). Authenticity of Iranian English textbooks for schools. English Language and Literature Studies, 1(2), 25-30. doi: 10.5539/ells.v1n2p25 [DOI:10.5539/ells.v1n2p25]
3. Aghajanzadeh Kiasi, G., & Pourhosein Gilakjani, A. (2022). The effects of definitional, sentential, and textual vocabulary learning strategies on Iranian EFL learners' vocabulary learning and retention. Reading & Writing Quarterly: Overcoming Learning Difficulties, 1-18. [DOI:10.1080/10573569.2022.2073575]
4. Ahmadi, M. R. (2018). The use of technology in English language learning: A literature review. International Journal [DOI:10.29252/ijree.3.2.115]
5. of Research in English Education (IJREE), 3(2), 115-125.
6. http://ijreeonline.com/article-1-120-en.html
7. Akhter Farhat, P., & Dzakiria, H. (2017). Pronunciation barriers and computer assisted language learning (CALL): Coping the demands of 21st century in second language learning classroom in Pakistan. International Journal [DOI:10.18869/acadpub.ijree.2.2.53]
8. of Research in English Education (IJREE), 2(2), 53-62.
9. http://ijreeonline.com/article-1-44-en.html
10. Alizadeh, I. (2016). Vocabulary teaching techniques: A review of common practices. IJREE, 1(1), 22-30. http://ijreeonline.com/article-1-25-en.html
11. Aryadoust, V., & Lashkary, H. (2009). Teaching aids: Effective in Iranian students lexical acquisition? Asian EFL Journal, 11(3), 329-351. https://www.asian-efl-journal.com/main-journals/teaching-aids-effective-in-iranian-students-lexical-acquisition/
12. Bagheri, E., Roohani, A., & Nejad, A. D. (2012). Effect of CALL-based and non-CALL based methods of teaching on L2 vocabulary learning. Journal of Language Teaching and Research, 3(4), 744-752. http://dx.doi.org/10.4304/jltr.3.4.744-752 [DOI:10.4304/jltr.3.4.744-752]
13. Barani, G. (2013). The impact of computer assisted language learning (CALL) on vocabulary achievement of Iranian university students EFL learners. International Journal of Basic Sciences & Applied Research, 2(5), 531-537. https://pdfs.semanticscholar.org/873e/e08c18d3027cfdf9aecc946f530f59287fcc.pdf
14. Brown, R., Waring, R., & Donkaewbua, S. (2008). Incidental vocabulary acquisition from reading, reading-while-listening, and listening to stories. Reading in a Foreign Language, 20(2), 136-163. http://www.sciepub.com/reference/123278
15. Celce-Murcia, M. (2002). Teaching English as a second or foreign language (3rdEd.). TESL-EJ, 5(4). http://www.tesl-ej.org/wordpress/issues/volume5/ej20/ej20r4/
16. Chalak, A. (2015). The effect of task-based Instruction on reading comprehension of Iranian EFL learners. Applied Research on English Language, 4(1), 19-30. doi:10.22108/are.2015.15497
17. Davies, G. (2002). CALL (Computer Assisted Language Learning). https://www.llas.ac.uk/resources/gpg/61
18. Enayati, F., & Pourhosein Gilakjani, A. (2020). The impact of computer assisted language learning (CALL) on improving intermediate EFL learners' vocabulary learning. International Journal of language Education, 4(1), 96-112. [DOI:10.26858/ijole.v4i2.10560]
19. Gilakjani, A. P., Sheikhy, R., Montashery, I., & Alizadeh, M. (2019). A mixed method study of teachers' attitudes towards computer pronunciation software in teaching English pronunciation. International Journal of Instruction, 12(1), 821-840. https://files.eric.ed.gov/fulltext/EJ1201189.pdf [DOI:10.29333/iji.2019.12153a]
20. Hashemifardnia, A., Namaziandost, E., & Rahimi Esfahani, F. (2018). The effect of using WhatsApp on Iranian EFL learners' vocabulary learning. Journal of Applied Linguistics and Language Research, 5(3), 256-267. http://www.jallr.com/index.php/JALLR/article/view/859 [DOI:10.21462/jeltl.v3i3.151]
21. Itmeizeh, D. M. J. (2018). Influence of morphemic analysis on vocabulary learning among Palestinian 10th graders. International Journal [DOI:10.29252/ijree.3.2.17]
22. of Research in English Education (IJREE), 3(2), 17-33. http://ijreeonline.com/article-1-95-en.html doi: 10.29252/ijree.3.2.17 [DOI:10.29252/ijree.3.2.17]
23. Jafarian, K., Soori, F., & Kafipour, K. (2012). The effect of computer assisted language learning (CALL) on EFL high school students' writing achievement. European Journal of Social Sciences, 27(2), 138-148. https://www.researchgate.net/publication/259396699_The_effect_of_computer_assisted_language_learning_CALL_on_EFL_high_school_students'_writing_achievement
24. Jones, J. (2001). CALL and the teacher's role in promoting learner autonomy. CALL-EJ Online, 3(1), 1-15. http://callej.org/journal/3-1/jones.html Accessed 25 January 2020.
25. Karbalaei, A., & Kord Afshari, M. (2019). The role of innovative concordnacing instruction method in improving Iranian EFL learners' vocabulary. International Journal [DOI:10.29252/ijree.4.3.100]
26. of Research in English Education (IJREE), 4(3), 100-114. http://ijreeonline.com/article-1-197-en.html doi: 10.29252/ijree.4.3.100 [DOI:10.29252/ijree.4.3.100]
27. Khazai, S., Vahid dastjerdi, H., & Talebi Nejhad, M. R. (2011). The impact of using mobile technology on teaching and learning English vocabularies. Journal of Technology of Education, 6(2), 135-142. http://jte.sru.ac.ir/issue_53_57.html
28. Khoshnoud, K., & Karbalaei, A. R. (2015). The effect of computer assisted language learning (CALL) program on learning vocabulary among EFL left and right hemispheric dominant learners. European Online Journal of Natural and Social Sciences, 4(4), 761-777. http://european-science.com/eojnss/article/view/3058
29. Kilickaya, F., & Krajka, J. (2010). Comparative usefulness of online and traditional vocabulary learning. TOJET: The Turkish Online Journal of Educational Technology, 9(2), 55-63. https://www.researchgate.net/publication/286002604_Comparative_usefulness_of_online_and_traditional_vocabulary_learning
30. Kocak, N. C. (1997). The effectiveness of computer assisted language learning (CALL) in vocabulary instruction to Turkish EFL students (Unpublished Master Thesis). Bilkent University, Ankara, Turkey. http://repository.bilkent.edu.tr/handle/11693/17919
31. Lervåg, A., & Aukrust, V. G. (2010). Vocabulary knowledge is a critical determinant of the difference in reading comprehension growth between first and second language learners. Journal of Child Psychology and Psychiatry, 51(5), 612-620. doi: 10.1111/j.1469-7610.2009.02185.x [DOI:10.1111/j.1469-7610.2009.02185.x]
32. Liu, T. Y. (2009). A context‐aware ubiquitous learning environment for language listening and speaking. Journal of Computer Assisted Learning, 25(6), 515-527. http://dx.doi.org/10.1111/j.1365-2729.2009.00329.x [DOI:10.1111/j.1365-2729.2009.00329.x]
33. Maftoon, P., Hamidi, H., & Najafi, N. (2012). The effects of CALL on vocabulary learning of Iranian EFL learners. BRAIN, 3(4), 19-30. https://www.academia.edu/35781525/The_Effects_of_CALL_on_Vocabulary_Learning_A_Case_of_Iranian_Intermediate_EFL_Learners
34. McKeown, M. G., Beck, I. L., & Sandora, C. (2012). Direct and rich vocabulary instruction needs to start early. In E. Kame'enui & J. Baumann (Eds.), Vocabulary instruction: Research to practice (2nd ed.) (pp. 17-33). New York: Guilford Publications, Inc. https://www.lrdc.pitt.edu/people/researcher-detail.cshtml?id=40
35. Min, Y. K. (2013). Vocabulary acquisition: Practical strategies for ESL students. Journal of International Students, 3(1), 64-69. https://www.ojed.org/index.php/jis/article/view/520 [DOI:10.32674/jis.v3i1.520]
36. Mirhosseini Chahardeh, S. M., & Khorasani, R. (2018). The effect of pre-teaching new vocabulary items
37. via audio-visuals on Iranian EFL learners' reading comprehension ability. International Journal
38. of Research in English Education (IJREE), 3(1), 19-27. [DOI:10.29252/ijree.3.1.19]
39. Moir, J., & Nation, P. (2002). Learners' use of strategies for effective vocabulary learning. Prospect, 17(1), 15-35. http://www.ameprc.mq.edu.au/docs/prospect_journal/volume_17_no_1/17_1_2_Moir.pdf
40. Namaziandost, E., Pourhosein Gilakjani., & Hidayatullah. (2020). Enhancing pre-intermediate EFL learners' reading comprehension through the use of Jigsawtechnique. Cogent Arts & Humanities, 7(1), 1-15. [DOI:10.1080/23311983.2020.1738833]
41. Namaziandost, E., Pourhosein Gilakjani, A., & Shakibaei, Z. (2021). Short-block instruction versus long-block instruction: Impact on reading motivation and reading attitude. Iranian Journal of Learning and Memory, 3(12), 61-74. doi: 10.22034/iepa.2021.252411.1220
42. Namaziandost, E., Razmi, M. H., Tilwani, S. A., & Pourhosein Gilakjani, A. (2022). The impact of
43. authentic materials on reading comprehension, motivation, and anxiety among Iranian male EFL
44. learners. Reading & Writing Quarterly, 38(1), 1-18. [DOI:10.1080/10573569.2021.]
45. 1892001
46. 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. https://docplayer.net/28726115-The-effect-of-call-on-the-vocabulary-learning-of-iranian-efl-learners.html
47. Nejati, E., Jahangiri, A., & Salehi, M. R. (2018). The effect of using computer-assisted language learning (CALL) on Iranian EFL learners' vocabulary learning: An experimental study. Cypriot Journal of Educational Science, 13(2), 351-362. https://files.eric.ed.gov/fulltext/EJ1183258.pdf [DOI:10.18844/cjes.v13i2.752]
48. Nielson, K. B. (2011). Self-study with language learning software in the workplace: What happens? Language Learning & Technology, 15(3), 110-129. Retrieved January 27, 2020 from https://www.learntechlib.org/p/52230/
49. Ostovar-Namaghi, S. A., & Malekpur, A. (2015). Vocabulary learning strategies from the bottom-pp: A grounded theory. The Reading Matrix: An International Online Journal, 15(2), 235-251. https://eric.ed.gov/?id=EJ1075959
50. Pakdaman, S., Pourhosein Gilakjani, A. (2019). The impact of collocation activities on Iranian intermediate EFL learners' knowledge of vocabulary. International Journal [DOI:10.29252/ijree.4.4.70]
51. of Research in English Education (IJREE), 4(4), 70-82.
52. http://ijreeonline.com/article-1-316-en.html
53. Pahlavanpoorfard, S., & Soori, A. (2014). The impact of using computer software on vocabulary learning of Iranian EFL university students. International Journal of Applied Linguistics & English Literature, 3(4), 23-28. http://dx.doi.org/10.7575/aiac.ijalel.v.3n.4p.23 [DOI:10.7575/aiac.ijalel.v.3n.4p.23]
54. Pourhossein Gilakjani, A. (2018). Teaching pronunciation of English with computer technology: A qualitative study. International Journal of Research in English Education (IJREE), 3(2), 94-114. http://ijreeonline.com/article-1-119-en.html [DOI:10.29252/ijree.3.2.94]
55. Pourhosein Gilakjani, A., & Rahimy, R. (2020). Using computer-assisted pronunciation teaching (CAPT)
56. in English pronunciation instruction: A study on the impact and the teacher's role. Education and
57. Information Technologies, 25, 1129-1159. [DOI:10.1007/s10639-019-10009-1]
58. Pourhossein Gilakjani, A., & Sabouri, N. B. (2017). Advantages of using computer in teaching English pronunciation. International Journal of Research in English Education (IJREE), 2(3), 78-85. http://ijreeonline.com/article-1-67-en.html [DOI:10.18869/acadpub.ijree.2.3.78]
59. Rahnavard, F., & Mashhadi Heidar, D. (2017). The impact of computer-assisted language learning (CALL) /Web-based instruction on improving EFL learners' pronunciation ability. International Journal of Research in English Education (IJREE), 2(1), 49-57. [DOI:10.18869/acadpub.ijree.2.1.49]
60. http://ijreeonline.com/article-1-29-en.html
61. Riazi Ahmadsaraei, M., & Pourhosein Gilakjani, A. (2022). Exploring the effect of task-based language teaching on reading comprehension: Evidence from Iranian intermediate EFL learners. Research in English Language Pedagogy. doi: 10.30486/relp.2022.1953908.1368
62. Saleh, A. J., & Gilakjani, A. P. (2021). Investigating the impact of computer-assisted pronunciation teaching (CAPT) on improving intermediate EFL learners' pronunciation ability. Educ Inf Technol, 26, 489-515. [DOI:10.1007/s10639-020-10275-4]
63. Schmitt, N., Wun-Ching, J., & Garras, J. (2011). The word associates format: Validation evidence. Language Testing, 28(1), 105-126. [DOI:10.1177/0265532210373605]
64. Shamsi, M., & Rahimy, R. (2017). The impact of L2 semantic tasks (L2 collocation versus L2 definition) on Iranian intermediate EFL learners' vocabulary achievement. International Journal [DOI:10.18869/acadpub.ijree.2.1.58]
65. of Research in English Education (IJREE), 2(1), 58-67. http://ijreeonline.com/article-1-30-en.html doi: 10.18869/acadpub.ijree.2.1.58 [DOI:10.18869/acadpub.ijree.2.1.58]
66. Sheylani Bakshs, H., & Pourhosein Gilakjani, A. (2021). Investigating the effect of
67. podcasting on Iranian intermediate EFL learners' listening comprehension skill.
68. LEARN Journal: Language Education and Acquisition Research Network, 14(2),
69. file:///C:/Users/SMA/Downloads/learnjournal,+10.+Investigating+the+Effect+of+Podcasting-1.pdf
70. Shokrpour, N., Mirshekari, Z., & Moslehi, S. (2019). Learning vocabulary electronically: Does computer assisted language learning (CALL) instruction have any impacts on Iranian EFL learners? Cogent Education, 6(1), 1-20. [DOI:10.1080/2331186X.2019.1702827]
71. Taati Jeliseh, M., & Pourhosein Gilakjani, A. (2022). The impact of using educational videos on EFL learners' vocabulary learning. The Journal of AsiaTEFL, 19(2), 619-627. http://dx.doi.org/10.18823/asiatefl.2022.19.2.14.619 [DOI:10.18823/asiatefl.2022.19.2.14.619]
72. Taki, S., & Jafari, S. (2017). The impact of Mnemosyne computer software on Iranian EFL learners' vocabulary learning. Journal of Applied Linguistics and Applied Literature: Dynamics and Advances (JALDA), 5(2), 101-111. doi: 10.22049/jalda.2018.26246.1068
73. Tamjid, N. H., & Moghadam, S. S. (2012). The effect of using vocabulary teaching software on Iranian intermediate EFL learners' vocabulary acquisition. World Applied Sciences Journal, 19(3), 387-394. doi: 10.5829/idosi.wasj.2012.19.03.1164
74. Wallace, M. (1982). Teaching vocabulary. London; Exeter, NH: Heineman Educational Books. https://trove.nla.gov.au/version/31391970
75. Wang, B. T., Teng, C. V., & Chen, H. T. (2015). Using iPad to facilitate English vocabulary learning. International Journal of Information and Education Technology, 5(2), 100-104. http://dx.doi.org/10.7763/IJIET.2015.V5.484 [DOI:10.7763/IJIET.2015.V5.484]
76. Zhang, B. (2009). FL vocabulary learning of undergraduate English majors in Western China: Perspective, strategy use and vocabulary size. English Language Teaching, 2(3), 178-185. doi:10.5539/elt.v2n3p178 [DOI:10.5539/elt.v2n3p178]

Add your comments about this article : Your username or Email:
CAPTCHA

Send email to the article author


Rights and permissions
Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

© 2022 CC BY-NC 4.0 | International Journal of Research in English Education

Designed & Developed by : Yektaweb