Learning vocabulary electronically: Does computer assisted language learning (CALL) instruction have any impacts on iranian efl learners?

Abstract

This study aimed to investigate the effectiveness of Computer Assisted Language Learning (CALL) on Iranian EFL learners’ vocabulary learning. Furthermore, this study was an attempt to explore if there is any difference between the impact of CALL instruction on Iranian male and female EFL learners’ vocabulary learning. Therefore, 50 homogeneous male and female participants were selected. The instruments were the Quick Placement Test of Oxford University Press and University of Cambridge Local Examinations Syndicate, version 1 (2001) and two vocabulary achievement tests were administered as pre- and post-test. After the homogeneity test was employed, a pre-test was administered to participants of both groups. The experimental group underwent 12 sessions in six weeks of instruction using CALL. Finally, a post-test was given to both groups. Descriptive statistics, independents samples t-test, and paired samples t-test were run to find the effect of CALL instruction on Iranian EFL learners’ vocabulary learning. The results of paired samples t-test between pre-test and post-test of both groups of the study showed that the experimental group outperformed the control group. The results also indicated that there was no significant difference between male and female learners’ vocabulary learning using CALL instruction.

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