A Comparative Study of Paper-based and Computer-based Contextualization in Vocabulary Learning of EFL Students

Mousa Ahmadian, Majid Amerian, Ahmad Goodarzi

Abstract


Vocabulary acquisition is one of the largest and most important tasks in language classes. New technologies, such as computers, have helped a lot in this way. The importance of the issue led the researchers to do the present study which concerns the comparison of contextualized vocabulary learning on paper and through Computer Assisted Language Learning (CALL). To this end, 52 Pre-university EFL learners were randomly assigned in two groups: a paper-based group (PB ) and a computer-based (CB) group each with 26 learners. The PB group received PB contextualization of vocabulary items, while the CB group received CB contextualization of the vocabulary items thorough PowerPoint (PP) software. One pretest, posttest, along with an immediate and a delayed posttest were given to the learners. Paired samples t-test of pretest and posttest and independent samples t-test of the delayed and immediate posttest were executed by SPSS software. The results revealed that computer-based contextualization had more effects on vocabulary learning of Iranian EFL learners than paper-based contextualization of the words.

Keywords: Computer-based contextualization, Paper-based contextualization, Vocabulary learning, CALL


Full Text:

PDF

References


Al-Seghayer, K. (2001). The effect of multimedia annotation modes on L2 vocabulary acquisition: A comparative study [Electronic version]. Language Learning & Technology, 5(1), 202-232.

Barcroft, J. (2004). Effects of sentence writing in second language lexical acquisition. Second Language Research, 20(4), 303-334.

Barani.G. (2013). The Impact of Computer Assisted Language Learning (CALL) on Vocabulary Achievement of Iranian University Students EFL Learners. International Journal of Basic Sciences & Applied Research. Vol., 2 (5), 531-537.

Beck, I. L., McKeown, M. G., &McCaslin, E. S. (1983). Vocabulary: All contexts are not created equal. Elementary School Journal, 83, 177–181.

Blachowicz, C.L.Z., Peter J.L. Fisher, Donna Ogle, and Susan Watts-Taffe. (2006). Vocabulary: Questions from the Classroom. Reading Research Quarterly 41 (4): 524–539.

Cellat, S. (2008). Computer assisted vocabulary learning: A study with Turkish 4th grade EFL learners. (Unpublished master's thesis). Anadolu University, Eskişehir.

Chun, D., &Plass, J. (1996). Effects of multimedia annotations on vocabulary acquisition. The Modern Language Journal, 80(2), 183-198.

Coady, J. and Huckin, T. (1997). Second Language Vocabulary Acquisition. Cambridge University Press, Cambridge.

Coady, J., Magoto, J., Hubbard, P., Graney, J., &Mokhtari, K. (1993). High frequency vocabulary and reading proficiency in ESL readers. In T. Huckin, M. Haynes, & J. Coady (Eds.), Second language reading and vocabulary.

Chun, D. M., & Plass, J. L. (1996). Effects of multimedia annotations on vocabulary acquisition. The Modern Language Journal, 80(2), 183-198.

Davis, N., & Lyman-Hager, M. (1997). Computers and L2 reading: Student performance, student attitudes. Foreign Language Annals, 30 (1), 58-72.

Decaricco, J. (2001). Vocabulary learning and teaching. In M. Celce- Murcia, (Ed), Teaching English as a second or foreign language, (pp.285-299), Boston, MA: Heinle&Heinle.

Ellis, N. (1995). The psychology of foreign language vocabulary acquisition: Implications for CALL. Computer Assisted Language Learning, 8,103-128.

Fisher, E. (1993). The Teacher’s Role. In Scrimshaw, P. (Ed).Language, Classroom & Computers. London and New York: Routledge.

Fowler, W.S. & Coe, N. (1976). Nelson English Language Tests. Canada: Thomas Nelson and Sons Ltd.

Ghabanchi. Z. & Anbarestani. M. (2008). The effects of call program on expanding lexical knowledge of EFL Iranian intermediate learners. The Reading Matrix, Vol. 8, No. 2

Goodfellow, R. (1994). Design principles for computer aided vocabulary learning. Computers and Education, 23, 53-62.

Goodfellow, R. &Laurilard, D. (1994). Modelling learning processes in lexical CALL. CALICO Journal, 11, 19–46. Retrieved from: http://calico.org/

Hoeflaak, A. (2004). Computer-Assisted Training in the Comprehension of Authentic French Speech: A Closer View. Computer Assisted Language Learning 17:3, 315-337.

Hulstijn, J. H. (2001). When do foreign-language readers look up the meaning of unfamiliar words? The influence of task and learner variables. Modern Language Journal, 77, 139-147.

Hulstijn, J., Hollander, M., & Greidanus, T. (1996). Incidental vocabulary learning by advanced foreign language students: The influence of marginal glosses, dictionary use, and reoccurrence of unknown words. The Modern Language Journal, 80(3), 327-339.

Kang, S. -H. (1995).The effects of a context-embedded approach to second-language vocabulary learning. System, 23, 43-55.

Khuwaileh, A. A. (1995). Words and context in EFL. Grazer Linguistics Student, 44, 27-36.

Kılıçkaya, F., & Krajka. J. (2010). Comparative usefulness of online and traditional vocabulary learning. The Turkish Online Journal of Educational Technology, 9(2), 55-63.

Kim, D., & Gilman, D. A. (2008). Effects of Text, Audio, and Graphic Aids in Multimedia Instruction for Vocabulary Learning. Educational Technology & Society, 11 (3), 114-126.

Krashen, S. D. and Terrell, T. D. (1989). The Natural Approach: language acquisition in the classroom. Pergamon: Prentice Hall.

Larsen-Freeman, D. (2000). Techniques and Principles in Language Teaching. 2nd Ed. UK: Oxford University Press.

Larson, J., & Marsh J. (2005). Making literacy real: Theories and practices for learning and teaching.).). Thousand Oaks: Sage.

Levy, M. (1997). Computer assisted language learning: Context and conceptualization. Oxford: Oxford University Press.

Mayer, R. E., & Sims, V. K. (1994). For whom is a picture worth a thousand words? Extensions of a dual-coding theory of multimedia learning. Journal of Educational Psychology, 86, 389-401.

Moras, S. (2001). Teaching Vocabulary to Advanced Students: A Lexical Approach.

http://www.telus.net/linguisticsissues/teachingvocabulary.html

Najafi., Sh. (2012). The Effects of CALL Multimedia (Still-Picture and Motion-Picture Multimedia ) on the Vocabulary Learning of Elementary Students. Unpublished MA thesis. Azerbaijan: Shahid Madani University.

Naraghizadeh.M,&Barimani.S. (2013). The Effect of CALL on the Vocabulary Learning of Iranian EFL Learners. Journal of Academic and Applied Studies. Vol. 3(8) August 2013, pp. 1-12.

Nation, I. S. P. &Waring, R. (2001). Vocabulary size, text, text coverage and wordlists. In N. Schmitt and M. McCarthy (Eds.), Vocabulary: Description, acquisition, and pedagogy. Cambridge: Cambridge University Press.

Qian, D.D. (1996). ESL vocabulary acquisition: Contextualization and de-contextualization. The Canadian Modern Language Review, 53 (1), 120-142.

Read, J. (2004). Research in teaching vocabulary. Annual Review of Applied Linguistics, 24,146-161.

Schmitt, N. (2000). Key concepts in ELT: Lexical chunks. English Language Teaching Journal 54, 4: 400-401.

Schmitt, N. (2002).Vocabulary in language teaching. Cambridge: Cambridge University Press.

Snow, C.E., M.S. Burns, & P. Griffin (Ed.).(1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.

Snow, C.E., and Young-Suk Kim.( 2007). Large Problem Spaces: The Challenge of Vocabulary for English Language Learners. New York: Guilford Press.

Swan, M., & Walter, C. (1984). The Cambridge English Course. Cambridge: University Press.

Waring, R. (2004). A study of receptive and productive learning from word cards. Studies in Foreign Languages and Literature, 21(1), 94-114.

Wood, J. (2001). Can software support children's vocabulary development? LLT journal, 5(1), 166-201 URL:http://11t.msu.edu.


Refbacks

  • There are currently no refbacks.




Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

2010-2019 (CC-BY) Australian International Academic Centre PTY.LTD.

Advances in Language and Literary Studies

You may require to add the 'aiac.org.au' domain to your e-mail 'safe list’ If you do not receive e-mail in your 'inbox'. Otherwise, you may check your 'Spam mail' or 'junk mail' folders.