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

Autor/inn/en	Ahmadian, Mousa; Amerian, Majid; Goodarzi, Ahmad
Titel	A Comparative Study of Paper-Based and Computer-Based Contextualization in Vocabulary Learning of EFL Students
Quelle	In: Advances in Language and Literary Studies, 6 (2015) 2, S.96-102 (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2203-4714
Schlagwörter	Comparative Analysis; Pretests Posttests; Statistical Analysis; Vocabulary Development; English (Second Language); Second Language Learning; Computer Software; Computer Assisted Instruction; Second Language Instruction; Foreign Countries; Teaching Methods; High School Students; Iran + Suchen Sie Ihr Suchwort? Statistische Analyse; Wortschatzarbeit; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Computer based training; Computerunterstützter Unterricht; Fremdsprachenunterricht; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01