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

Parviz Maftoon, Hadi Hamidi, Saeid Najafi Sarem


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.


CALL, computerized dictionary, VTS.S, educational software, e-feedback

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