The effectiveness of computer assisted language learning (CALL) in vocabulary instruction to Turkish EFL students

Abstract

CALL (Computer Assisted Language Learning) is the term most commonly used by teachers and students to describe the use of computers as part of a language course (Maley, 1989). This experimental study aimed at investigating the effectiveness of Computer Assisted Language Learning (CALL) on vocabulary teaching and learning. This study hypothesized that the computer has a potential to positively effect foreign language learning, particularly vocabulary instruction This study was conducted to highlight some efficient and effective ways of vocabulary acquisition that can be part of the instructional program through the use of CALL capacities. There have been a number of research studies on various aspects of CALL application. However, few studies have compared the effectiveness of CALL versus textbook based approaches to vocabulary learning. The hypothesis was that students are more positively motivated to use software materials than the usual textbook and that vocabulary development would be significantly better for the software (experimental) group than for the textbook (control) group of students. The subjects of this research study were secondary school students, 13- 14 years olds at METU (Middle East Technical University) College who have been studying English intensively for two years. The experimental group used the Longman Interactive English Dictionary CD in a computer lab under the instruction of the researcher, and the control group had traditional instruction using their textbook in the classroom under the instruction of their teacher. Both groups of students were given pretests and posttests in respect to 20 vocabulary items practiced in isolation and in context over a two session, fourhour treatment period. The results of mean scores were interpreted by using a t-test. The experimental group were also given a questionnaire to measure their attitudes towards using computers as a part of their courses. The results supported the hypothesis that the experimental group liked to work with computers and that they learned and retained more vocabulary than the control group.