Technology-Enhanced Language Instruction: EFL Learners’ Listening Comprehension and Vocabulary Development through CALL

Publish Year: 1401
نوع سند: مقاله کنفرانسی
زبان: English
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شناسه ملی سند علمی:

RDELTLT02_080

تاریخ نمایه سازی: 20 دی 1401

Abstract:

Technology-enhanced instruction has attracted researchers’ attention in language teaching and learning in recent decades. Accordingly, the present study is an attempt to investigate the effect of computer-assisted language learning (CALL) on EFL learners’ vocabulary learning and listening comprehension. In doing so, through convenience sampling, ۶۰ elementary EFL learners comprised the participants of the study who were learning English at Tehran Technical and Educational Institute in Nowshahr town and were divided into one experimental group (n = ۳۰) and one control group (n = ۳۰). Subjects in the experimental group were exposed to both listening activities and vocabulary tasks through PowerPoint Presentation slides (also known as PPT) for ۱۰ sessions during ۵ weeks. In order to look into the effect of CALL instruction on the improvement of the experimental group, quantitative methodology was employed; hence, by analysing the mean scores of the learners’ pre-test and post-test, it was clearly revealed that CALL through PPT resulted in learners’ significant improvement in listening comprehension as well as vocabulary learning. However, there was no statistically significant difference between learners’ listening comprehension and vocabulary affected by CALL through PPT. Findings of the study contributed to the conscious use of technology-enhanced instruction through computer and mobile tools to provide an interactive learning atmosphere for learners, to make the input more comprehensible and to help them develop their language skills and sub-skills which seems to be beneficial for both learners and teachers as technology is becoming an inevitable facet of teaching and learning community.

Authors

Hossein Isaee

PhD Candidate in TEFL, the Department of English Language and Literature, Islamic Azad University, Amol, Iran;

Hamed Barjesteh

Associate Professor of TEFL, the Department of English Language and Literature, University of Amol, Iran