The Effects of CALL on Vocabulary Learning: A Case of Iranian Intermediate EFL Learners

Abstract

In the past, vocabulary teaching and learning were often given little priority in second  language programs but recently there has been a renewed interest in the nature of vocabulary and its  role in learning and teaching. Although most teachers might be aware of the importance of  technology, say, computer, rarely teachers use it for teaching vocabulary. Thus, the current study  aims at exploring the effects of CALL on vocabulary learning of Iranian EFL Learners. In this  study, 40 intermediate EFL learners, both male and female aged from 16 to 18 studying New  Interchange, book III, were chosen randomly from a language institute in Tehran. They were divided
into two twenty-member groups. The experimental group was given the VTS.S (a computer  program for teaching vocabularies), a computerized dictionary and provided with teacher efeedback.
The control group received no special software and vocabularies were taught using the  conventional ways with the help of a paper dictionary. A vocabulary pre-test based on the tests  available in their teacher's guide was given to both groups. The aim of this test was to make sure  that the students were not familiar with the words in advance. By pre-test/post-test comparison  researchers found learners exposed to VTS.S teacher e-feedback plus the computerized dictionary  scored higher than the control group. Both high-stake and low-stake holders can avail from the  findings of the study.