This document describes a study that investigated the effect of computer-assisted language learning (CALL) on vocabulary learning and reading comprehension of Iranian English as a foreign language (EFL) learners. Sixty female high school students were divided into experimental and control groups. The experimental group received CALL instruction using vocabulary and reading software and texts, while the control group received traditional classroom instruction. Both groups took pre-tests and post-tests of vocabulary and reading comprehension. The results showed no significant differences between the groups on the pre-tests, indicating they were initially equivalent. After the CALL instruction, the experimental group performed better on the post-tests than the control group, suggesting that CALL was effective in developing vocabulary and reading comprehension skills for these
The aim of this research study is to analyze the appropriateness of the English syllabus according to the true language needs, which is being offered to the students of International Relations Department of Bahauddin Zakariya University, Multan. To carry out this research study, students of IR department (Part 1 and 2) have been taken as a sample population to collect required data. To check the appropriateness of the offered English syllabus and existing level of English language competence according to the students’ needs; two research tools have been taken as: test and interview. In order to get the actual feedback from the students, a test consisted of four basic skills of English (listening, speaking, reading and writing) was conducted to 50 students of IR department. Interview was conducted to the teachers of IR department in order to get the actual information about the appropriateness of the English syllabus and the competency level of the students. Collected data through both the sources were analyzed qualitatively as well as quantitatively. The findings from these sources provided the results which were expected before the accomplishment of this research work. The findings of this research advocated that the EAP should be adopted to make the existing syllabus appropriate and need based in order to refine the basic English language skills of the students. This recommended course is very productive for social sciences disciplines of the BZU.
Practice and challemges of sign language as a medium of instructionAmanuelEndale
The study was design to assess the practice and challenges of sign language as a medium of
instruction in case of: Yekatit 23 primary school by employing purposive sampling
techniques method.
To achieve the purpose of the study. The main target group is Deaf student and their teacher
15 student and 7 teacher (a total of 22, M=9 F=13), were included in the study. the
participant selected purposively for Yekatit 23 primary school and and the student were
selected from Grade 6-8 because the researcher assume that the have a better understanding
and experience .
Tech assisted language learning tasks in an efl setting- use of hand phone re...James Cook University
Shakarami, a., Khajehei, H., & Hajhashemi, K. (2014). Tech-Assisted Language Learning Tasks in an EFL Setting: Use of Hand phone Recording Feature. International Journal of Applied Linguistics & English Literature, 3(5), 100-104. doi: 10.7575/aiac.ijalel.v.3n.5p. 100
This study focuses on the listening anxiety experienced by teacher candidates (TCs) in Iran and Turkey. Using different data collection methods, including two questionnaires, listening test, and semi-structured interviews, this study tried to investigate the factors behind Foreign Language Listening Anxiety (FLLA) among Iranian teacher candidates (TCs). The participants of the study in Iran context were 29 teacher candidates studying at BA level in English Language Teaching. All of the participants were asked to complete these two questionnaires with the background information regarding their age, gender, years of language study. The participants’ answers to FLLAS and FLCAS were analyzed with spss to obtain frequencies and percentages. The results were compared to the same study by Bekleyen. The findings revealed that Iranian TCs experienced a high level of FLLA compared to Turkish TCs and showed a significant positive correlation between FLLA and FLCA, which means that teacher candidates with higher levels of language anxiety tended to have higher levels of listening anxiety. In addition, interview data suggested that Iranian and Turkish participants’ FLLA mostly originated from the same source: inadequacy of past education in listening skill. Furthermore, practice was the most frequent strategy used by participants in these two countries to overcome this kind of anxiety.
Final draft of research on sign language as a medium of instructionAmanuelEndale
The study was design to assess the practice and challenges of sign language as a medium of instruction in case of: Yekatit 23 primary school by employing purposive sampling techniques method. To achieve the purpose of the study, the main target group is Deaf student and their teacher 15 student and 7 teacher (a total of 22, M=9 F=13), were included in the study. The participant selected purposively for Yekatit 23 primary school and the student were selected from Grade 6-8 because the researcher assume that the have a better understanding and experience. The two points on practice and challenges rating scale questionnaire consisting of 15 items for teacher and a Two point rating scale questionnaire consisting of 13 items for student and for both of them the researcher use open ended question and observation check list has been used to collect the data. Depending upon the data collected both qualitative and quantitative methods were employed in the analysis of the collected data. The findings have shown that the majority of Deaf students (53%) have shown there is inadequate use of instructional material. The major challenges were related to accessibility of instructional material, student teacher ratio and classroom environment. The study has also confirmed that the school and most of school community (67%) have awareness about sign language as a medium of instruction. Generally, the result suggests the effective measures of need to be taken to reduce challenges of the practice of sign language as a medium of instruction by accessing instructional material and matching student teacher ratio and create an accessible classroom environment. Further research also required to fulfill the gap of practicing sign language as a medium of instruction. Some recommendations were made based on findings particularly to improve the practice of sign language as a medium of instruction and reducing the challenge of student and teachers. The study gives a direction on priory area of intervention such as giving training to teachers and students to develop their skill and providing appropriate material and hiring new teacher to match student teacher ratio.
The study aims to explore the problems and difficulties of students speaking
English language for Engineering students hailing from rural background. The study
moreover aims to explore the causes of such difficulties. The researcher designed
certain tasks based on Task based language teaching on the sample of the study.
These tasks are applied for each student to investigate speaking difficulties and the
causes of such difficulties. The results showed and indicated that there are some
difficulties in speaking English due to fear of making mistakes, anxiety, shyness and
lack of confidence. The researcher identified to provide environment support and
encourage the students to speak English frequently
This study is an assessment of teachersand pupils’perceptions use of digital pictures in teaching
reading fluency skills to primary three pupils in Sokoto metropolis, Sokoto state (Nigeria). The study employed
Mixed-design research method was employed where questionnaires and tests were administered only to both
teachers and pupils of experimental group. Two research questions were asked and answered using descriptive
statistics in form of frequency and mean. Questionnaires were used for data collection – one each for the
teacher and the pupils. The study found that both the teachers and the pupils were of the view that digital
pictures are recommendable tools for reading fluency instruction in the study area. Basedon these findings, the
study concluded that digital pictures are effective tools in teaching reading fluency skills to primary three pupils
in the study area. The study, therefore, recommends that, primary school teachers should be encouraged to use
digital pictures in their reading instructions.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
Language attitudes of iranian junior high school students towards the English...Ehsan Abbaspour
In the 20th and 21st centuries English has become an indispensable part of educational curriculum in Iranian schools. Despite all the efforts and investments devoted to cultivate and popularize English among Iranian language learners, the resultant outcome could not live up to the authorities’ expectations. A great body of research has proved that learners’ attitude towards foreign language learning and success in learning a foreign language are highly related. This study is to investigate Iranian junior high school students’ overall attitude towards learning English as a foreign language. As well as, the possible difference that exists between boys’ and girls’ attitude towards learning English as a foreign language. The findings indicate that Iranian junior high school students generally have a positive view of using and learning English. It was also observed that there is no significant difference between female and male learners’ attitudes, although that of the girls was slightly more positive.
public Category: Research Reads: 82 Published: 10 / 09 / 2012 Save for later Add to Collections
Litt 516 - Translating Children's Literature as a Class Activity: Implicati...Bernard Paderes
This is a research primer/proposal for Litt516 (Children and Adolescent Literature). In the paper, I argue that translation could be a good activity for children that will increase their appreciation not only for literary pieces but also the languages that they are using or learning.
Safeya Habeeb Merza
Public Authority for Applied Education and Training
The Higher Institute for Administrative Services English Department
Abstract: Interest in promoting quality English language teaching in foreign countries has been a long-standing
government priority. English is considered the most important universal language in education and professional
work. However, English teaching is focused on professional teaching and language skills without much emphasis
on aspects of English as a culture and not merely a language. The relation between exposure to English-speaking
cultures, mainly western, and EFL’s competencies is a topic in EFL academic research that requires more
investigation, especially in the context of non-native speakers in Arab countries. In education, the present
advancements in the technology field have resulted in renewed interests to blend conventional teaching and
learning approaches with technologies that improve teaching and learning of language. This research aims to
examine the works regarding blended education challenges as a technology-improved pedagogical instrument that
combines face-to-face and e-learning instructional tasks to develop English skills, including its applications in
coaching English as a new language. Besides, this work explores how blended learning enables students to become
engaged and autonomous in knowledge development instead of acting as a passive observers. It is anticipated that
the article shall contribute to improving the knowledge body which exists in the blending learning area, mainly as
it applies to the experience acquisition issues in EFL. It can be argued that blended learning applications can
support EFL learning and maximize opportunities for EFL students to study English at their convenience freely.
Some challenges should be resolved or addressed, such as ensuring that the designs of blended learning methods
put into consideration learning approaches of learners and the workload needed to be effective, the library
facilities can deliver this kind of method, and e-learning materials are suitably supportive, and learners can easily
access them
The aim of this research study is to analyze the appropriateness of the English syllabus according to the true language needs, which is being offered to the students of International Relations Department of Bahauddin Zakariya University, Multan. To carry out this research study, students of IR department (Part 1 and 2) have been taken as a sample population to collect required data. To check the appropriateness of the offered English syllabus and existing level of English language competence according to the students’ needs; two research tools have been taken as: test and interview. In order to get the actual feedback from the students, a test consisted of four basic skills of English (listening, speaking, reading and writing) was conducted to 50 students of IR department. Interview was conducted to the teachers of IR department in order to get the actual information about the appropriateness of the English syllabus and the competency level of the students. Collected data through both the sources were analyzed qualitatively as well as quantitatively. The findings from these sources provided the results which were expected before the accomplishment of this research work. The findings of this research advocated that the EAP should be adopted to make the existing syllabus appropriate and need based in order to refine the basic English language skills of the students. This recommended course is very productive for social sciences disciplines of the BZU.
Practice and challemges of sign language as a medium of instructionAmanuelEndale
The study was design to assess the practice and challenges of sign language as a medium of
instruction in case of: Yekatit 23 primary school by employing purposive sampling
techniques method.
To achieve the purpose of the study. The main target group is Deaf student and their teacher
15 student and 7 teacher (a total of 22, M=9 F=13), were included in the study. the
participant selected purposively for Yekatit 23 primary school and and the student were
selected from Grade 6-8 because the researcher assume that the have a better understanding
and experience .
Tech assisted language learning tasks in an efl setting- use of hand phone re...James Cook University
Shakarami, a., Khajehei, H., & Hajhashemi, K. (2014). Tech-Assisted Language Learning Tasks in an EFL Setting: Use of Hand phone Recording Feature. International Journal of Applied Linguistics & English Literature, 3(5), 100-104. doi: 10.7575/aiac.ijalel.v.3n.5p. 100
This study focuses on the listening anxiety experienced by teacher candidates (TCs) in Iran and Turkey. Using different data collection methods, including two questionnaires, listening test, and semi-structured interviews, this study tried to investigate the factors behind Foreign Language Listening Anxiety (FLLA) among Iranian teacher candidates (TCs). The participants of the study in Iran context were 29 teacher candidates studying at BA level in English Language Teaching. All of the participants were asked to complete these two questionnaires with the background information regarding their age, gender, years of language study. The participants’ answers to FLLAS and FLCAS were analyzed with spss to obtain frequencies and percentages. The results were compared to the same study by Bekleyen. The findings revealed that Iranian TCs experienced a high level of FLLA compared to Turkish TCs and showed a significant positive correlation between FLLA and FLCA, which means that teacher candidates with higher levels of language anxiety tended to have higher levels of listening anxiety. In addition, interview data suggested that Iranian and Turkish participants’ FLLA mostly originated from the same source: inadequacy of past education in listening skill. Furthermore, practice was the most frequent strategy used by participants in these two countries to overcome this kind of anxiety.
Final draft of research on sign language as a medium of instructionAmanuelEndale
The study was design to assess the practice and challenges of sign language as a medium of instruction in case of: Yekatit 23 primary school by employing purposive sampling techniques method. To achieve the purpose of the study, the main target group is Deaf student and their teacher 15 student and 7 teacher (a total of 22, M=9 F=13), were included in the study. The participant selected purposively for Yekatit 23 primary school and the student were selected from Grade 6-8 because the researcher assume that the have a better understanding and experience. The two points on practice and challenges rating scale questionnaire consisting of 15 items for teacher and a Two point rating scale questionnaire consisting of 13 items for student and for both of them the researcher use open ended question and observation check list has been used to collect the data. Depending upon the data collected both qualitative and quantitative methods were employed in the analysis of the collected data. The findings have shown that the majority of Deaf students (53%) have shown there is inadequate use of instructional material. The major challenges were related to accessibility of instructional material, student teacher ratio and classroom environment. The study has also confirmed that the school and most of school community (67%) have awareness about sign language as a medium of instruction. Generally, the result suggests the effective measures of need to be taken to reduce challenges of the practice of sign language as a medium of instruction by accessing instructional material and matching student teacher ratio and create an accessible classroom environment. Further research also required to fulfill the gap of practicing sign language as a medium of instruction. Some recommendations were made based on findings particularly to improve the practice of sign language as a medium of instruction and reducing the challenge of student and teachers. The study gives a direction on priory area of intervention such as giving training to teachers and students to develop their skill and providing appropriate material and hiring new teacher to match student teacher ratio.
The study aims to explore the problems and difficulties of students speaking
English language for Engineering students hailing from rural background. The study
moreover aims to explore the causes of such difficulties. The researcher designed
certain tasks based on Task based language teaching on the sample of the study.
These tasks are applied for each student to investigate speaking difficulties and the
causes of such difficulties. The results showed and indicated that there are some
difficulties in speaking English due to fear of making mistakes, anxiety, shyness and
lack of confidence. The researcher identified to provide environment support and
encourage the students to speak English frequently
This study is an assessment of teachersand pupils’perceptions use of digital pictures in teaching
reading fluency skills to primary three pupils in Sokoto metropolis, Sokoto state (Nigeria). The study employed
Mixed-design research method was employed where questionnaires and tests were administered only to both
teachers and pupils of experimental group. Two research questions were asked and answered using descriptive
statistics in form of frequency and mean. Questionnaires were used for data collection – one each for the
teacher and the pupils. The study found that both the teachers and the pupils were of the view that digital
pictures are recommendable tools for reading fluency instruction in the study area. Basedon these findings, the
study concluded that digital pictures are effective tools in teaching reading fluency skills to primary three pupils
in the study area. The study, therefore, recommends that, primary school teachers should be encouraged to use
digital pictures in their reading instructions.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
Language attitudes of iranian junior high school students towards the English...Ehsan Abbaspour
In the 20th and 21st centuries English has become an indispensable part of educational curriculum in Iranian schools. Despite all the efforts and investments devoted to cultivate and popularize English among Iranian language learners, the resultant outcome could not live up to the authorities’ expectations. A great body of research has proved that learners’ attitude towards foreign language learning and success in learning a foreign language are highly related. This study is to investigate Iranian junior high school students’ overall attitude towards learning English as a foreign language. As well as, the possible difference that exists between boys’ and girls’ attitude towards learning English as a foreign language. The findings indicate that Iranian junior high school students generally have a positive view of using and learning English. It was also observed that there is no significant difference between female and male learners’ attitudes, although that of the girls was slightly more positive.
public Category: Research Reads: 82 Published: 10 / 09 / 2012 Save for later Add to Collections
Litt 516 - Translating Children's Literature as a Class Activity: Implicati...Bernard Paderes
This is a research primer/proposal for Litt516 (Children and Adolescent Literature). In the paper, I argue that translation could be a good activity for children that will increase their appreciation not only for literary pieces but also the languages that they are using or learning.
Safeya Habeeb Merza
Public Authority for Applied Education and Training
The Higher Institute for Administrative Services English Department
Abstract: Interest in promoting quality English language teaching in foreign countries has been a long-standing
government priority. English is considered the most important universal language in education and professional
work. However, English teaching is focused on professional teaching and language skills without much emphasis
on aspects of English as a culture and not merely a language. The relation between exposure to English-speaking
cultures, mainly western, and EFL’s competencies is a topic in EFL academic research that requires more
investigation, especially in the context of non-native speakers in Arab countries. In education, the present
advancements in the technology field have resulted in renewed interests to blend conventional teaching and
learning approaches with technologies that improve teaching and learning of language. This research aims to
examine the works regarding blended education challenges as a technology-improved pedagogical instrument that
combines face-to-face and e-learning instructional tasks to develop English skills, including its applications in
coaching English as a new language. Besides, this work explores how blended learning enables students to become
engaged and autonomous in knowledge development instead of acting as a passive observers. It is anticipated that
the article shall contribute to improving the knowledge body which exists in the blending learning area, mainly as
it applies to the experience acquisition issues in EFL. It can be argued that blended learning applications can
support EFL learning and maximize opportunities for EFL students to study English at their convenience freely.
Some challenges should be resolved or addressed, such as ensuring that the designs of blended learning methods
put into consideration learning approaches of learners and the workload needed to be effective, the library
facilities can deliver this kind of method, and e-learning materials are suitably supportive, and learners can easily
access them
Reconnoitring the Influence of Linguistic Aspects on Emirati Fifth.pdfAyshaAlShamsi11
This is a mixed method study that explores the influence of linguistic aspects on Emirati fifth-grade
students’ bilingualism. The study aims at scrutinizing how the linguistics aspects in English and Arabic
mediated learners’ bilingualism and biliteracy practices. The fifth grade students (n = 350) and their Arabic
and English teachers (n = 350) were surveyed in the first phase of the study about different aspects of
linguistics in Arabic and English. The second qualitative phase features an in-depth investigation of the
linguistics aspects practices through interviews with English teachers (n = 2), Arabic teachers (n =2) and
fifth grades students (n = 3). The findings from this study indicated the following: 1) lower-level proficiency
in English linguistic elements than in Arabic; 2) insufficient biliteracy practices due to linguistic difficulties;
3) students’ dependence on applying learned skills and strategies in English classes; (4) Arabic teachers
hold positive views about students’ linguistic abilities compared with English teachers; (5) Arabic and
English teachers deploy explicit strategies to teach the students; (6) English teachers believe that students
need scaffolding strategies due to discrepancies in the instructional environment. The study recommends a
total reconceptualization of the interactions and context of bilingualism and biliteracy practices, and a
gradual shift to English language instruction
Recently English has been employed as a medium of instruction at the Vietnamese tertiary level. It is necessary to teach its students listening strategies to help them deal with the potential problems that may arise during listening or prepare them for their further educational purposes. This study, therefore, aims to explore the EFL teachers’ perceptions of listening strategies and the application of listening strategies, and discover difficulties that they encounter in their instruction at a public university (henceforth called PU) in Ho Chi Minh City-Vietnam. Thirty six EFL teachers who were teaching English at PU were invited to participate in the study. Quantitative and qualitative data were obtained through two instruments, namely questionnaire and interview. The results revealed that not all the strategies were frequently employed for listening instruction. Several strategies were more frequently employed than the others; for example, cognitive, metacognitive and affective strategies were frequently integrated into instruction by the EFL teachers. Regarding the potential problems relating to listening lessons, the results showed that most of the EFL teachers had difficulties relating to professional development, students and teaching resources. This study is expected to shed light to the implementation of teaching listening strategies in PU context and in other similar contexts.
Libyan Secondary School Students’ Metacognitive Online Reading Strategies and...inventionjournals
This study investigates the relationship between metacognitive online reading strategies and English language performance of EFL Libyan secondary school students. It explores the use of metacognitive online reading strategies by EFL Libyan secondary school students and identifies the problems that these students encounter while reading online. This study used mixed method design, both quantitative (questionnaire) and qualitative (interview). Data analysis was done using SPSS version 20.0 for quantitative data and Nvivo version 10 for qualitative data. The results showed that there is a positive significant relationship between metacognitive online reading strategies and English performance of EFL Libyan secondary school students. The study also found that the participants are moderate users of metacognitive online reading strategies and they face problems while reading online. The study suggests that teachers teach the metacognitive online reading strategies to students to improve their online reading process and help them to get the benefits of online sources in less time with less effort, which will be reflected positively in their English language performance.
The Effect of Vocabulary Knowledge on EFL Oral Competenceiosrjce
: Oral production in a foreign language is a very challenging task that requires certain linguistic skills
as well as strategic competence. Vocabulary knowledge proves to play a crucial role in interactional situations.
However, few studies have investigated how both EFL teachers and learners view and analyze situations in
which learners are not producing enough spoken language in class, and the reasons behind them. The present
study will pinpoint the significant role of lexis in Moroccan learners speaking production. To this end, forty
EFL teachers and two hundred Moroccan high school students are surveyed and interviewed to reveal their
perceptions of the speaking skill and the corresponding high significance of lexis in this instance. Results show
that both teachers and learners identify vocabulary deficiency as the main factor behind students’ inability to
speak English. In the present article, among the many suggestions that could be proposed to deal with this
situation, it is argued that one efficient way would be to assist the students during the process of L2 vocabulary
learning through vocabulary learning strategy instruction. Pedagogical and research implication will be given
in response to the difficulties encountered in this area as have been identified by the EFL teachers and learners
surveyed.
The Effect of Using English Language only and Not Using the Mother Tongue in ...inventionjournals
The Effect of Using English Language only and Not Using the Mother Tongue In Teaching Units Fifteen and Sixteen for the Students of Sixth Primary Class on their Acquisition of English Language
This article aims at exposing a design of project based content language integrated learning (CLIL) at a higher education insitution in Indonesia. Th design is proposed based on a mixture of the principle of language integrated learning (CLIL) and the principle of project based learning. The design was implemented for the teaching of English as a compulsory subject at three departments of the university of Lampung. Quantitative data was obtained from the value of students’ English proficiency before and after CLIL model application. While the qualitative data was obtained from the output of language produced by students during the learning process took place. The results showed that project based CLIL English language course at the faculty of teaching and education, the University of Lampung could work effectively. This is evident from the implementation of the whole program activities, from the implementation of the formation of groups, students work in groups to finish the project, group presentation activities, personal presentations and students’ responses to all activities.
The Impact of L1 Interference on Second Language Learning A Case Study of Fan...ijtsrd
This study explores the complex dynamics of first language interference in second language learning, with an emphasis on how it affects Ghanaian Fante students learning English. To address this, the study adopted a thematic analysis through semi structured questions that involved 20 junior high school students in the central region of Ghana. Utilising a word association task, the studys results revealed significant contributing factors such as confidence, lexical knowledge, and translation L1 interference , which substantially strengthened our understanding of its influence on second language learning among Fante speakers. This study significantly advances the subject by offering complex insights into the challenges and implications associated with L1 interference in language learning among Fante students in Ghana. These findings provide educators, stakeholders, management, governments, policymakers, and researchers with fresh insights into second language acquisition in Ghana and the struggles of Fante students in learning the second language, English. Zhang Beizhen | Dowuona Petrina Naa Narkie "The Impact of L1 Interference on Second Language Learning: A Case Study of Fante Second Language Learners of English" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-8 | Issue-1 , February 2024, URL: https://www.ijtsrd.com/papers/ijtsrd62385.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/62385/the-impact-of-l1-interference-on-second-language-learning-a-case-study-of-fante-second-language-learners-of-english/zhang-beizhen
Similar to The Effect of CALL on VocabularyLearning and Reading Comprehension of Iranian EFL Learners (20)
An Examination of Effectuation Dimension as Financing Practice of Small and M...iosrjce
IOSR Journal of Business and Management (IOSR-JBM) is a double blind peer reviewed International Journal that provides rapid publication (within a month) of articles in all areas of business and managemant and its applications. The journal welcomes publications of high quality papers on theoretical developments and practical applications inbusiness and management. Original research papers, state-of-the-art reviews, and high quality technical notes are invited for publications.
Does Goods and Services Tax (GST) Leads to Indian Economic Development?iosrjce
IOSR Journal of Business and Management (IOSR-JBM) is a double blind peer reviewed International Journal that provides rapid publication (within a month) of articles in all areas of business and managemant and its applications. The journal welcomes publications of high quality papers on theoretical developments and practical applications inbusiness and management. Original research papers, state-of-the-art reviews, and high quality technical notes are invited for publications.
Childhood Factors that influence success in later lifeiosrjce
IOSR Journal of Business and Management (IOSR-JBM) is a double blind peer reviewed International Journal that provides rapid publication (within a month) of articles in all areas of business and managemant and its applications. The journal welcomes publications of high quality papers on theoretical developments and practical applications inbusiness and management. Original research papers, state-of-the-art reviews, and high quality technical notes are invited for publications.
Emotional Intelligence and Work Performance Relationship: A Study on Sales Pe...iosrjce
IOSR Journal of Business and Management (IOSR-JBM) is a double blind peer reviewed International Journal that provides rapid publication (within a month) of articles in all areas of business and managemant and its applications. The journal welcomes publications of high quality papers on theoretical developments and practical applications inbusiness and management. Original research papers, state-of-the-art reviews, and high quality technical notes are invited for publications.
Customer’s Acceptance of Internet Banking in Dubaiiosrjce
IOSR Journal of Business and Management (IOSR-JBM) is a double blind peer reviewed International Journal that provides rapid publication (within a month) of articles in all areas of business and managemant and its applications. The journal welcomes publications of high quality papers on theoretical developments and practical applications inbusiness and management. Original research papers, state-of-the-art reviews, and high quality technical notes are invited for publications.
A Study of Employee Satisfaction relating to Job Security & Working Hours amo...iosrjce
IOSR Journal of Business and Management (IOSR-JBM) is a double blind peer reviewed International Journal that provides rapid publication (within a month) of articles in all areas of business and managemant and its applications. The journal welcomes publications of high quality papers on theoretical developments and practical applications inbusiness and management. Original research papers, state-of-the-art reviews, and high quality technical notes are invited for publications.
Consumer Perspectives on Brand Preference: A Choice Based Model Approachiosrjce
IOSR Journal of Business and Management (IOSR-JBM) is a double blind peer reviewed International Journal that provides rapid publication (within a month) of articles in all areas of business and managemant and its applications. The journal welcomes publications of high quality papers on theoretical developments and practical applications inbusiness and management. Original research papers, state-of-the-art reviews, and high quality technical notes are invited for publications.
Student`S Approach towards Social Network Sitesiosrjce
IOSR Journal of Business and Management (IOSR-JBM) is a double blind peer reviewed International Journal that provides rapid publication (within a month) of articles in all areas of business and managemant and its applications. The journal welcomes publications of high quality papers on theoretical developments and practical applications inbusiness and management. Original research papers, state-of-the-art reviews, and high quality technical notes are invited for publications.
Broadcast Management in Nigeria: The systems approach as an imperativeiosrjce
IOSR Journal of Business and Management (IOSR-JBM) is a double blind peer reviewed International Journal that provides rapid publication (within a month) of articles in all areas of business and managemant and its applications. The journal welcomes publications of high quality papers on theoretical developments and practical applications inbusiness and management. Original research papers, state-of-the-art reviews, and high quality technical notes are invited for publications.
A Study on Retailer’s Perception on Soya Products with Special Reference to T...iosrjce
IOSR Journal of Business and Management (IOSR-JBM) is a double blind peer reviewed International Journal that provides rapid publication (within a month) of articles in all areas of business and managemant and its applications. The journal welcomes publications of high quality papers on theoretical developments and practical applications inbusiness and management. Original research papers, state-of-the-art reviews, and high quality technical notes are invited for publications.
A Study Factors Influence on Organisation Citizenship Behaviour in Corporate ...iosrjce
IOSR Journal of Business and Management (IOSR-JBM) is a double blind peer reviewed International Journal that provides rapid publication (within a month) of articles in all areas of business and managemant and its applications. The journal welcomes publications of high quality papers on theoretical developments and practical applications inbusiness and management. Original research papers, state-of-the-art reviews, and high quality technical notes are invited for publications.
Consumers’ Behaviour on Sony Xperia: A Case Study on Bangladeshiosrjce
IOSR Journal of Business and Management (IOSR-JBM) is a double blind peer reviewed International Journal that provides rapid publication (within a month) of articles in all areas of business and managemant and its applications. The journal welcomes publications of high quality papers on theoretical developments and practical applications inbusiness and management. Original research papers, state-of-the-art reviews, and high quality technical notes are invited for publications.
Design of a Balanced Scorecard on Nonprofit Organizations (Study on Yayasan P...iosrjce
IOSR Journal of Business and Management (IOSR-JBM) is a double blind peer reviewed International Journal that provides rapid publication (within a month) of articles in all areas of business and managemant and its applications. The journal welcomes publications of high quality papers on theoretical developments and practical applications inbusiness and management. Original research papers, state-of-the-art reviews, and high quality technical notes are invited for publications.
Public Sector Reforms and Outsourcing Services in Nigeria: An Empirical Evalu...iosrjce
IOSR Journal of Business and Management (IOSR-JBM) is a double blind peer reviewed International Journal that provides rapid publication (within a month) of articles in all areas of business and managemant and its applications. The journal welcomes publications of high quality papers on theoretical developments and practical applications inbusiness and management. Original research papers, state-of-the-art reviews, and high quality technical notes are invited for publications.
Media Innovations and its Impact on Brand awareness & Considerationiosrjce
IOSR Journal of Business and Management (IOSR-JBM) is a double blind peer reviewed International Journal that provides rapid publication (within a month) of articles in all areas of business and managemant and its applications. The journal welcomes publications of high quality papers on theoretical developments and practical applications inbusiness and management. Original research papers, state-of-the-art reviews, and high quality technical notes are invited for publications.
Customer experience in supermarkets and hypermarkets – A comparative studyiosrjce
IOSR Journal of Business and Management (IOSR-JBM) is a double blind peer reviewed International Journal that provides rapid publication (within a month) of articles in all areas of business and managemant and its applications. The journal welcomes publications of high quality papers on theoretical developments and practical applications inbusiness and management. Original research papers, state-of-the-art reviews, and high quality technical notes are invited for publications.
Social Media and Small Businesses: A Combinational Strategic Approach under t...iosrjce
IOSR Journal of Business and Management (IOSR-JBM) is a double blind peer reviewed International Journal that provides rapid publication (within a month) of articles in all areas of business and managemant and its applications. The journal welcomes publications of high quality papers on theoretical developments and practical applications inbusiness and management. Original research papers, state-of-the-art reviews, and high quality technical notes are invited for publications.
Secretarial Performance and the Gender Question (A Study of Selected Tertiary...iosrjce
IOSR Journal of Business and Management (IOSR-JBM) is a double blind peer reviewed International Journal that provides rapid publication (within a month) of articles in all areas of business and managemant and its applications. The journal welcomes publications of high quality papers on theoretical developments and practical applications inbusiness and management. Original research papers, state-of-the-art reviews, and high quality technical notes are invited for publications.
Implementation of Quality Management principles at Zimbabwe Open University (...iosrjce
IOSR Journal of Business and Management (IOSR-JBM) is a double blind peer reviewed International Journal that provides rapid publication (within a month) of articles in all areas of business and managemant and its applications. The journal welcomes publications of high quality papers on theoretical developments and practical applications inbusiness and management. Original research papers, state-of-the-art reviews, and high quality technical notes are invited for publications.
Organizational Conflicts Management In Selected Organizaions In Lagos State, ...iosrjce
IOSR Journal of Business and Management (IOSR-JBM) is a double blind peer reviewed International Journal that provides rapid publication (within a month) of articles in all areas of business and managemant and its applications. The journal welcomes publications of high quality papers on theoretical developments and practical applications inbusiness and management. Original research papers, state-of-the-art reviews, and high quality technical notes are invited for publications.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2024.06.01 Introducing a competency framework for languag learning materials ...
The Effect of CALL on VocabularyLearning and Reading Comprehension of Iranian EFL Learners
1. IOSR Journal of Research & Method in Education (IOSR-JRME)
e-ISSN: 2320–7388, p-ISSN: 2320–737X Volume 5, Issue 4 Ver. II (Jul. - Aug. 2015), PP 95-103
www.iosrjournals.org
DOI: 10.9790/7388-054295103 www.iosrjournals.org 95 | Page
The Effect of CALL on VocabularyLearning and Reading
Comprehension of Iranian EFL Learners
NasimGhanbari1,
Mohammad Reza Shamsoddini2,
AzamRadmehr3
1,2
Persian Gulf University3,
Bushehr Islamic Azad University
Bio Data: NasimGhanbariholds a PhD in Applied Linguistics. She is an assistant professor at English
Department of Persian Gulf University in Bushehr, Iran. Her areas of interest include language assessment,
academic writing and writing assessment. Currently, she teaches courses in language testing & assessment,
essay writing and Research methodology :Mohammad Reza Shamsoddiniis an assistant professor in Persian
Gulf University, Boushehr, Iran. He has been teaching different courses to B.A. as well as M.A. Students. He
has done various researches in TEFL. His major interests are: Teaching English as a Foreign/Second Language,
Discourse Analysis, ESP, and Course Design.AzamRadmehris an English teacher in Bushehr, Iran. Her research
interests include English teaching methods and using technology in teaching language.
Abstract:This study aimed at investigating the effect of a computerized program on developing vocabulary and
reading comprehension of Iranian EFL learners. For this aim, the researcher chose a representative sample of
sixty first grade female high school students in Bushehr, south of Iran. The participants were divided into two
equivalent groups and each group consisted of 30 students. The researcher used three instruments: 1) an
achievement test for reading comprehension 2) vocabulary test 3) a computerized program for vocabulary and
reading texts included in the English book 1 of high school. The results of the study revealed that the
computerized program was effective to develop the vocabulary and reading comprehension skills for first
grade high school students. In the light of these findings, the researcher recommends that EFL Iranian teachers
should use CALL as a tool for enhancing students' vocabulary and reading comprehension in particular and
learning the language in general.
Keywords: CALL, CAVI, Reading comprehension, Vocabulary
I. Introduction
In line with the advancement of technological devices and their effect on education, old methods are
replaced rapidly by new methods and Computer-Assisted Instruction (CAI) has been integrated in the teaching-
learning process to improve the quality of education. Further, there has been much tendency by English teachers
to use the new technology in classrooms and apply these facilities in language teaching. Most schools are being
equipped with computer software and new instructional materials and a lot of money is invested on computer-
assisted instruction.
The interest in vocabulary acquisition and reading has become a prominent area of research over the
past decades with a number of different researchers looking into the relationship between vocabulary knowledge
and reading comprehension and various aspects of direct and indirect instruction and learning of vocabulary
(Laufer, 2009; Nation, 1990).
Among the four language skills, reading comprehension has always been the main concern of
Iranian ESP instructors (Farhadi, 2005; Sajadi&Oghabi, 2011; Tabatabaei, 2007). In a similar vein, Iranian
university studentsregard reading comprehension as the most important skill (Sajadi&Oghabi, 2011).
However, most of Iranian university students have been found to have an insufficient
competence in reading academic texts (Fatehi Rad, 2011; Ghalandari&Talebininejad, 2012; Ghazanfari,
2009, Shokouhi, 2005).The failure of Iranian university students to read academic texts as effectively as
they should, can perhaps be language proficiency and vocabulary, lack of familiarity with the content and/or
formal schemata of the texts(Carrell& Floyd, 1987; Kasper, 1993) and ineffective reading strategies use (Wood,
Motz& Willoughby, 1998, cited in Martinez, 2008).
The teaching of English in schools in Iran starts from the first grade of junior high school
with two hours of instruction per week. English instruction continues through the four grades of secondary
education with the timeallocation of two hours a week. All the English textbooks for the schools are
produced by the Ministry of Education. Each lesson includes a variety of sections such as New Vocabulary,
Reading, Speak Out, etc. Reading sections are composed of non-authentic passages and the teaching
method is based on Grammar Translation Method (Doudman, 2010, Dahmardeh, 2006; Rahimi, 2005).
2. The Effect of CALL on VocabularyLearning and Reading Comprehension of Iranian…
DOI: 10.9790/7388-054295103 www.iosrjournals.org 96 | Page
Reading comprehension is the most important skill in the educational system of Iran and it is also the
main concern of Iranian students (Farhadi, 2005;Sajadi, 2011).Vocabulary is the most important component of
reading comprehension and plays a critical role in influencing reading comprehension in both L1 and L2
(Alderson, 2000; Joshi, 2005; Qian, 2002). In spite of its importance, Iranian students consider it a complicated
skill and have many problems with it.
Many studies have been done on the effectiveness of computerized programs on reading
comprehension(Dreyer &Nel, 2003; Arnold, 2006; VanWyk&Louw, 2008; Johnson et al., 2010;
EsmaeiliFard&Nabifar, 2011) which examined the effectiveness of a computer program to test whether it
was efficient or not in vocabulary learning (Goodfellow&Laurillard, 1994; Siribodhi, 1995; Koçak, 1997
;Gorjian et al., 2011;Naraghizadeh&Barimani, 2013), but few studies have investigated the effect of CALL on
both vocabulary and reading comprehension (Chun &Plass, 1996;Tozcu&Coady, 2004).
Present study was done in an EFL context in which English is used as a foreign language. This study
aims at investigating the effect of CALL on learning vocabulary and reading comprehension of EFL learners.
The purpose of the study is also to compare using computer-assisted instruction with using the traditional
method and decide which is more effective for language learning of Iranian EFL learners.
II. Review of literature
The review of literature on second language learning has shown a growing interest in computer-assisted
language learning and teaching. Several studies have investigated the role of new technological devices in
language learning. Advances and increased availability of computers have developed the field of second/foreign
language education. Many studies have indicated the effectiveness of CALL on language instruction
(Gonglewski, 2007).They showed that the integration of technology and language instruction has had a
tremendous effect on language education.
With the rapid growth of communication and information technology and realizing this fundamental
role in educational process, Ministry of Education in Iran tried to equip schools with computers and instructional
software. Language teaching and learning has been affected by these new technologies and Computer-Assisted
Language Learning (CALL) has entered the curriculum of teaching and learning language skills.Significant use
of CALL began in the 1960s but the use of computers was very limited. Since then, the development of
CALL software has followed the changes in teaching methodologies (Hah, 1996).
CALL refers to the use of computers in teaching and learning in which computer is used to present,
reinforce and assess the materials to be learned (Rahimi&Yadollahi, 2011). Many studies have supported the
effect of technology on language learning and promoting students’ learning interests (Stillo, 2000;
Kramsch&Anderson, 1999). Several studies indicate that CALL produces an innovative and effective alternative
for language instructors (Warshauer& Healey, 1998).
People learn better from words and pictures than from words alone (Mayer, 2005). Words include
written and spoken text, and pictures include static graphic images, animation and video. The use of both words
and pictures lets the brain process more information in working memory (Sweller, 2005). Mayer (2005) tells us
that narration and video is much more effective than narration and text. Similarly, narration and video appear to
be more effective than narration, video and text. Narration and text rely on the same channel to process
information. When computer is used in conjunction with traditional second language classroom study, students
can study more independently, leaving their teacher more time to concentrate on those parts of second language
teaching that are still hard by computer. The theoretical rationale behind the multimedia principle is that when
both words and pictures are presented, learners are able to establish verbal and pictorial mental models and build
effective connections between the two.
Reading is the most important skill of language which enables students to acquire knowledge and
develop their academic areas (Al Udaini, 2011). According to Kailani and Muqattash(2008), reading is
considered as an additional tool of communication to listening and speaking. People who have no chance to talk
with native speakers of the target language can have an access through reading to their literature, journals, and
then understand much about their civilization. In this sense, reading is the window through which other cultures
can be seen and more general or specific knowledge can be gained.
Reading comprehension is of crucial importance for EFL students, who find it very hard to achieve a
good level and cannot even interpret what they are asked to do in simple tasks. More often than not our students
of English do not understand what they read. (Barrionuevo, 2006)
In addition, vocabulary plays an important part in second language acquisition and academic
achievement. The role that vocabulary knowledge plays in second and foreign language acquisition has long
been neglected. However, vocabulary is currently receiving increased emphasis in the language teaching
curriculum. This is due to several reasons, such as influence of comprehension-based approaches to language
development, the research efforts of applied linguists, and the development of computer-based language corpora
(Nunan, 1999).
3. The Effect of CALL on VocabularyLearning and Reading Comprehension of Iranian…
DOI: 10.9790/7388-054295103 www.iosrjournals.org 97 | Page
Some scholars consider vocabulary knowledge as the most important factor in academic achievement
for second or foreign language learners. Researchers indicate that vocabulary knowledge is closely linked to
reading proficiency, and additionally it leads to greater success in school (Tozcui&Coady, 2004).
Richards and Renandya (2002, p. 255), believe that vocabulary is a core component of language
proficiency and much of the basis for how well learners speak, listen, read, and write is provided by
vocabulary. They maintain that learners, without an extensive vocabulary and strategies for acquiring novel
vocabulary, often achieve less than their potential.
Vocabulary learning has always been a popular subject in CALL programs since the early
stages of CALL applications (1980s). In the field of foreign language learning, numerous computer assisted
vocabulary instruction (CAVI) treatments have been made to facilitate the complex process of L2 vocabulary
learning. CAVI has been considered to be one of the most common applications of CALL. It consists of
practices involving the use of computers for vocabulary learning and instruction purposes. Vocabulary
learning/teaching has been a highly popular subject matter in computer assisted language learning
applications since the early history of CALL ( Chun&Plass,1996; Cobb, 1999).
As mentioned there is a close relationship between vocabulary and reading comprehension. Learning
vocabulary is an important aspect of L2 acquisition and academic achievement and it is vital to reading
comprehension and proficiency, to which it is closely linked (Tozcu&Coady, 2004). Vocabulary and reading
comprehension are interrelated and good readers as Nation (1990) argued, need to know 2000 to 7000 words
and sometimes more if they want to reach native-like fluency. Vocabulary plays an important part in reading
comprehension and techniques that are used for vocabulary development also benefit reading comprehension,
and vice versa (Constantinescu, 2007). Also, reading helps in vocabulary acquisition by creating opportunities to
infer word meaning from context. Vocabulary plays a pivotal role in understanding a text. Thus vocabulary is a
central aspect of language learning in general and reading comprehension in particular (Tozcu&Coady, 2004).
Multimedia help not only recalling new words, but also acts as facilitators of reading comprehension,
which stresses the close relationship between vocabulary and reading comprehension (Chun& Plass,1996).
III. Method
3.1. Design of the study
The study was conducted using an experimental pretest and posttest design. Participants were randomly
assigned into experimental and control groups. The treatment was done on experimental group through CALL
and the control group had their usual classes using the traditional method of teaching.
3.2. Participants
Participants in this study included 60 students who were selected randomly from a body of 105
students. The subjects were divided into experimental and control groups, each group consisting of 30 students
and their first language was Persian. Both groups had the same teacher. The groups were a sample from a female
high School in Bushehr where the researcher worked as a teacher of English
.
3.3. Instruments
The teaching materials of the study included reading comprehension and vocabulary software, English book 1 of
high school which was accompanied with a CD and some slides which had been designed by the researcher and
also some parts of English Way series which were related to vocabulary and reading comprehension of the
textbook and also some texts for improving students’ reading comprehension.
Testing instruments were Oxford Placement Test (OPT) which consisted of 20 questions and 4 passages to
check students’ reading comprehension ability and the other test was a vocabulary test which was designed by
the researcher. They were used for homogenizing the subjects and were applied for both pre-test and post-test.
3.4. Data collection procedure
The study was conducted using an experimental pretest and posttest design. Participants were randomly
assigned into experimental and control groups. The treatment was done on experimental group using CALL and
the control group received the traditional method of teaching. Both groups took a pre-test to establish initial
differences or similarities in their knowledge in English reading comprehension and vocabulary. After the
pretest the treatment began which lasted 6 weeks. The control group took the lessons in their classroom with
white board, markers, their own textbook (English book 1) and a work book, while the experimental group had
the lesson in the class room which was equipped by computer and video projector.
All students received 4 hours of instruction per week. After 12 treatment sessions, the posttest was
conducted immediately for the two groups. The posttest was the same as pre-test which included Oxford
Placement Test (OPT) and the vocabulary test.
4. The Effect of CALL on VocabularyLearning and Reading Comprehension of Iranian…
DOI: 10.9790/7388-054295103 www.iosrjournals.org 98 | Page
3.5. Data Analysis
Data Analysis was conducted using Statistical Package for Social Sciences (SPSS), which is a
computer program developed to analyze data in research studies in Social Sciences. In order to answer
the research questions, first, the performances of control and experimental participants on vocabulary and
reading comprehension were compared with the aid of independent-samples t-test. Another independent-
samples t-test was also employed to see the possible differences between the experimental and the control
participants at the end of the study.
IV. Results
In order to answer the research questions, a pre-test was administered for the participants of all
groups to see if participants in both the control and the experimental were homogenous in both vocabulary
knowledge and reading comprehension The design of the study was based on an analysis of Independent
Samples T-Test to see if there were any statistically significant differences between the results of the two
groups. Table 4.1 shows the mean comparison of reading comprehension pre-test for both groups of the study.
Table 4.1: Comparison of experimental and control groups on the reading comprehension pre-test
Levene's Test for Equality of
Variances
T-test for Equality of Means
F Sig. t df Sig. Mean
differences
Std. Error
Difference
95% Confidence
Interval of the
Difference
Post
test
Equal
variances
assumed
.177 .675 -.074 58 .941 -.33 .448 lower upper
-.930 .863
Table 4.1 shows that there was no significant difference between the reading performance of the
control and experimental groups on the reading pre-test at the beginning of the study. So, two groups were
homogenous at the beginning of the study. Significance level (0.94) is higher than .05 (p= .94 > .05).In order to
examine the difference between the experimental and control group in vocabulary knowledge, participants
performances and their means were scored . Table 4.2 shows the mean comparison of vocabulary pre-test for
two groups of the study.
Table 4.2: Comparison of experimental and control groups on the vocabulary pre-test
Levene's Test for Equality of
Variances
t-test for Equality of Means
F Sig. t df Sig. Mean
differences
Std. Error
Difference
95% Confidence
Interval of the
Difference
Post
test
Equal
variances
assumed
000 .986 .075 58 .930 -.033 .443 lower upper
-.920 .854
According to Independent-Samples T-Test, there was not a statistically significant difference between
the pre-test results of experimental participants and control participants in vocabulary test. So, two groups were
homogenous in vocabulary knowledge. Significance level (0.93) is higher than 0.05(p= .93 > .05).
When the post-test was administered for all groups, the next step in data analysis was to score the
participants’ performances in reading comprehension posttest. Table 4.3 shows the comparison of reading
comprehension posttest for both groups at the end of the study.
Table 4.3: Comparison of groups on the reading comprehension post-test
Levene's Test for Equality
of Variances
t-test for Equality of Means
F Sig. t df Sig. Mean
differences
Std. Error
Difference
95% Confidence
Interval of the
Difference
Post
test
Equal
variances
assumed
.116 .734 2.423 58 .019 1.233 .509 lower upper
.215 2.252
According to Table 4.3 the t-test analysis shows that there were statistically significant differences at the (p
≤ 0.05) level for the achievements of the experimental group compared with the achievement of the control
group in the area of reading comprehension (p=.019<.05).
5. The Effect of CALL on VocabularyLearning and Reading Comprehension of Iranian…
DOI: 10.9790/7388-054295103 www.iosrjournals.org 99 | Page
This rejects the second null hypothesis that states that Computer-assisted EFL instruction has no effect
on students’ learning reading comprehension. So, it can be inferred that CALL method could be more effective
than the traditional method for teaching English reading comprehension. Table 4.4 below shows the comparison
of vocabulary posttest for both groups in this study.
Table 4.4:Comparison of groups on the vocabulary post-test
Levene's Test for
Equality of Variances
t-test for Equality of Means
F Sig. t df Sig. Mean differences Std. Error
Difference
95% Confidence Interval
of the Difference
Post test Equal
variances
assumed
.260 .612 2.357 58 .022 1.133 .481 lower upper
.171 2.096
The results show that there are considerable differences between the mean scores of experimental and
control group (t= 2.357 p= .022<.05). The difference between the mean scores of the post-test of the
experimental group was more considerable than that of the control group. The mean scores of the two groups in
post-tests show that the participants of the experimental group outperformed their counterparts in the control
group. Results of the t-test also indicated that the null hypothesis (Computer-assisted EFL instruction has no
effect on students’ learning vocabulary) was rejected and computer instruction had significant effect on
students’ vocabulary learning.
V. Discussion
According to the obtained results, there was a statistically significant improvement in the vocabulary
and reading comprehension observed in the experimental participants after a six-week instruction through
CALL. The results of the t- tests from the post-test administration also indicated that the experimental group
who received instruction through CALL had a better performance than the control group who did not.
Thus, the findings suggest that using computer in teaching vocabulary and reading comprehension is beneficial
for thelearners.
In a similar way, the control group has also demonstrated development after a six-week of regular
traditional classes, but the development of the experimental group is significantly higher than the control group.
Another point in the results was that students’ reading comprehension scores in both pretest and
posttests were lower than their vocabulary scores. It shows the students’ difficulty in reading comprehension in
comparison to vocabulary; however, their reading comprehension improved much through using computerized
program. Reading comprehension is of crucial importance for EFL students, who find it very hard to achieve a
good level and cannot even interpret what they are asked to do in simple tasks. More often than not our students
of English do not understand what they read. (Barrionuevo, 2006)
According to the literature, the text comprehension can be facilitated by multimedia aids such as
pictures animations and other visual or auditory cues. Though they are independent of the presentation mode
of the text, multimedia aids support the process of text comprehension. The aids for text comprehension
can be presented not only in textual form, but also in visual or auditory form, or in their combination (Dreyer
&Nel, 2003;Arnold,2006; VanWyk&Louw, 2008; Johnson, et al.,2010).
VI. Conclusion
The findings suggest that achievement is significantly affected by the medium of instruction, as
marked differences are found between the achievement of traditionally- and computer-instructed
participants. The results of the study indicated that, the experimental groups improved their vocabulary
and reading comprehension significantly at the end of the six-week CALL instruction. When the
development that all groups achieved was compared, the experimental group’s development for group A in both
vocabulary and reading comprehension were found to be higher than the control group’s vocabulary and reading
comprehension development. This finding is similar to the literature on teaching language which suggests that
the integration of CALL instruction into language teaching learning is more effective than solely
employing traditional methods. As Rogers (1996) states, when computer is used in conjunction with traditional
second language classroom study, students can study more independently, leaving their teacher more time to
concentrate on those parts of second language teaching that are still hard by computer. According to Mayer
(2005), the theoretical rational behind the multimedia principle is that when both words and pictures are
presented, learners are able to stabilize verbal and pictorial mental models and build effective connections
between the two.
6. The Effect of CALL on VocabularyLearning and Reading Comprehension of Iranian…
DOI: 10.9790/7388-054295103 www.iosrjournals.org 100 | Page
Therefore, English teachers should be acquainted with the tremendous effect of CALL on language
learning and be instructed to use technology in language teaching/learning process and try to improve students’
reading comprehension through improving their vocabulary knowledge and computerized program.
Regarding future studies, several lines of inquiry can be recommended. The present study was
conducted with only intermediate level participants, for further studies a wider scope of samples can be
employed and different age group and proficiency levels can be conducted .In this research, gender
differences among the participants were not taken into account, but future research may examine CALL
effectiveness in relation to gender differences. A replication of this study with a larger number of participants is
needed in order to obtain reliable and generalizable results, since the small size of the sample (N=60) sheds
doubt on the validity of the observed significance.
Lastly, a six-week period is not enough for a language skill to develop. Therefore, for future
research studies, the period can be extended and instruction can be applied for a longer time period.
Therefore, they suggest conducting the same study over a longer period of time, such as one whole semester, in
order to achieve more valid and more reliable results.
References
[1]. Alderson, J. C. (2000). Assessing reading.Cambridge: Cambridge University Press.
[2]. Al- Udaini,A. (2011). The Effect of a Computerized Program on Developing 9th Graders' Reading Comprehension Skills and their
attitudes towards Reading in Palestine. The Islamic University – Gaza
[3]. Arnold, J. (2006). Examining the experience of Reader-response In An On-line Environment, A study of A Middle-School
Classroom.Published Ph.D. Thesis.The Ohio State University. Available from:
http://etd.ohiolink.edu/view.cgi?acc_num=osu1164637393
[4]. Baron, N. (2001). Alphabet to Email: How Written English Evolved and Where it’s Heading. London: Routledge. Available:
www.questia.com
[5]. Barrionuevo, A. (2006). Systemic Functional Linguistics – an aid to improve reading comprehension at secondary schools in
Tucuman, Argentina.
[6]. Chun, D. M., &Plass, J.L. (1996).Effects of multimedia annotations on vocabulary acquisition.The Modern Language Journal, 80,
183-197.
[7]. Cobb, T. (1999).Breadth and depth of lexical acquisition with hands-on concordancing. CALL Journal, 12 (4), 345-360.
[8]. Constantinescu, A. I. (2007). Using technology to assist in vocabulary acquisition and reading comprehension. The Internet TESL
Journal, 13(2).
[9]. Dahmardeh, M. (2006). A Preliminary research on textbook evaluation: How to make the Iranian secondary school’s English
language textbooks communicative? Unpublished master's thesis, University of Lancaster, Lancaster, Great Britain.
[10]. Doudman, M. (2010).Investigating the problems of teaching/learning English in high schools of the Hormozgan
Province.Unpublished master’s thesis, Shiraz University, Shiraz, Iran.
[11]. Dreyer, C. &Nel, C. ( 2003). Teaching reading strategies and reading comprehension within a technology-enhanced learning
environment, South Africa. [Online] System 31(2003) 349–365. Available: www.elsevier.com/locate/system
[12]. EsmaeiliFard, H.,&Nabifar, N.(2011).The Effect of Computer-Assisted Language Learning (CALL) on Reading Comprehension in
Iranian EFL Context. Department of English Language, Urmia Branch, Islamic Azad University, Urmia, Iran. Department of
English Language, Tabriz Branch, Islamic Azad university, Tabriz, Iran.
[13]. Farhady, H. (2005). Reflections on and directions for ESP materials development in SAMT.Proceedings of the First National
ESP/EAP Conference, Tehran, SAMT Publication.
[14]. Fatehi Rad, N. (2011). The role of reading strategies awareness on reading comprehension performance of advanced Iranian EFL
learners. Retrieved from http//.in/files/documents/issue_4-5 paper_4.pdf.
[15]. Floyd, P., &Carrell, L. P. (1987).Effects on ESL reading of teaching cultural content schemata.Language Learning, 37, 89–108.
[16]. Ghalandari, S., &Talebinejad, M. R. (2012). Medical ESP Textbook Evaluation In Shiraz Medical College. Education Research
Journal, 2(1), 20 - 29.
[17]. Ghazanfari, M. (2009).The Role of Visualization in EFL Learners' Reading Comprehension and Recall of Short Stories.Iranian
Journal of Applied Language Studies, 1(1), 1-23.
[18]. Gonglewski M., Meloni C., & Brank J. (2007). “Using E-Mail in Foreign language Teaching: Rationale and Suggestions,” The
Internet TESL Journal, vol. 7, no. 3, pp. 115-118.
[19]. Goodfellow, R. &Laurillard, D. (1994). Modeling learning processes in lexical CALL. CALICO Journal, 11 (3), 19-46.
[20]. Gorjian, B., Moosavinia, S. R., EbrahimiKavari, K., Asgari, P., &Hydarei, A. (2011). The impact of asynchronous computer-
assisted language learning Approaches on English as a foreign language high and low achievers' vocabulary retention and
recall. Computer Assisted Language Learning, 24(5), 383-391.
[21]. Harmer, J.(2001).The practice of English language teaching.3rd edition, Pearson Education Limited. Essex. England.
[22]. Hah, M. (1996). Strategies employedby users of a Japanese Computer Assisted Language Learning Program.Australian Journal
of Educational Technology, vol. 12, no. 1, pp. 25-34.
[23]. Johnson, E. Perry, J. & Shamir, H. (2010). Variability in reading ability gains as a function of computer-assisted instruction
method of presentation. [Online] Computers & Education 55 (2010) 209–217, Waterford Research Institute. USA. Available:
www.elsevier.com/locate/compedu
[24]. Joshi, R.M. (2005). Vocabulary: A critical component of comprehension. Reading & Writing Quarterly, 21, 209–219.
[25]. Kailani, T.,&Muqattash, L. (2008). English Language Teaching ( ELT2). Al Quds Open University. Amman, Jordan.
[26]. Kasper, L.F. (1993). The keyword method and foreign language vocabulary learning: A rational for its use. Foreign Language
Annals, 26, 244-251.
[27]. Kramsch, C., & Andersen, R. W. (1999, January). Teaching text and context through multimedia. Language Learning &
Technology, 2(2), 31-42. Retrieved May , 7, 2005, from http://llt.msu.edu/vol2num2/article1
[28]. Laufer, B. (2009). Second language vocabulary acquisition from language input and from form focused activities. Language
Teaching, 42, 341–54.
7. The Effect of CALL on VocabularyLearning and Reading Comprehension of Iranian…
DOI: 10.9790/7388-054295103 www.iosrjournals.org 101 | Page
[29]. Martinez, A.C.L. (2008). Analysis of ESP university students’ reading strategy awareness. IBERICA, 15, 165-176.
[30]. Mayer, R. E. (1997). Multimedia learning: Are we asking the right question? Educational Psychologist, 32, 1-19.HULL THEN
CAMBRIDGE-, 20(1), 3-5.
[31]. Mayer, R. (2005). Interactive multimodal learning environments.Educational Psychology review, 19, 309-326.
[32]. Mayer, R. E. (2005). Principles of multimedia learning based on social cues: personalization, voice, and image principles. In R. E.
Mayer, (Ed.) The Cambridge Handbook of Multimedia Learning. New York: Cambridge University Press.
[33]. Naraghizadeh, M. &Barimani, S.( 2013).The Effect of CALL on the Vocabulary Learning of Iranian EFL Learners Department of
English Language Teaching, Science and Research branch, Islamic Azad university of Mazandaran, Iran Journal of Academic and
Applied Studies . Available online @ www.academians.org
[34]. Nation, P. (1990). Teaching and learning vocabulary. Boston, MA: Heinle and Heinle.
[35]. Nunan, D. (1999).Second Language Teaching and Learning. Boston: Heinle&Heinle Publishers. Pp. 249-298.
[36]. Qian, D. (2002). Investigating the relationship between vocabulary knowledge and
[37]. academic reading performance: An assessment perspective. Language Learning
[38]. 52, 513-536.
[39]. Rahimi, M. (2005). An investigation into the factors affecting the use of language learning strategies by Persian EFL
learners.Unpublished doctoral dissertation, Shiraz University, Shiraz, Iran.
[40]. Rahimi, M., &Yadollahi, S. (2011).Foreign language learning attitude as a predictor of attitudes towards computer-assisted
language learning.Procedia Computer Science, 3, 167-174. http://dx.doi.org/10.1016/j.procs.2010.12.029
[41]. Read, J. (2000). Assessing vocabulary. Cambridge, England: Cambridge University Press.
[42]. Read, J. (2004). Research in teaching vocabulary.Annual Review of Applied Linguistics, 24, 146–61.
[43]. Richards, J., C. &Renandya, W., A. (2002).Methodology in Language Teaching. Cambridge: Cambridge University Press.
[44]. Sajadi, F., &Oghabi, M. (2011). Relation Between Instructors’ Objective Needs and Students’ Subjective Needs: the case of Iranian
Post Graduate Students. The Asian ESP Journal, 7(4), 123-152.
[45]. Sarab, M (2006). The Iranian curriculum for designing secondary school's English language textbooks. Tehran.
[46]. Shokouhi, H. (2005). A New Discourse Plan for the Iranian University ESP Textbooks.Proceedings of the First National ESP/EAP
Conference, Tehran, SAMT Publication.
[47]. Siribodhi, T. (1995). Effects of three interactive multimedia computer assisted language learning programs on thevocabulary
acquisition of elementary level EFL students. Unpublished Doctoral Dissertation. Central MissouriState University, Kansas.
[48]. Sotillo, S. M. (May 2000). Discourse functions and syntactic complexity in synchronous and asynchronous communication.
Language Learning & Technology, 4(1), 82- 119. Retrieved May 7, 2005, from http://llt.msu.edu/vol4num1/sotillo/default.html
[49]. Sweller, J. (2005).Implications of cognitive load theory for multimedia learning. In R. E. Mayer (Ed.).The Cambridge Handbook of
Multimedia Learning.New York: Cambridge University Press.
[50]. Tabatabaei, O. (2007). Who qualifies to monitor an ESP course: a content teacher or a language teacher.Indian Journal of
Linguistics.Retrieved from http:// www.eltworld.net.
[51]. Tozcu, A.,&Coady,J. (2004). Successful Learning of Frequent Vocabulary through CALL also Benefits Reading Comprehension
and Speed.Computer Assisted Language Learning, 17 (5), pp. 473-495.
[52]. VanWyk , G. &Louw, A.(2008). "Technology-Assisted Reading for Improving Reading Skills for young South African
Learners " [Online] The Electronic Journal of e-Learning Volume 6 Issue 3 2008, pp. 245 - 254, Available: www.ejel.org
[53]. Warschauer, M. &Healey, D. (1998). Computers and Language Learning: An Overview. Language Teaching, 31,57-71
Available: http://www.gse.uci.edu/markw/overview.html
[54]. Wood, E., Motz, M., &Willoughby.T. (1998). Examining students’ retrospective memories of strategy development. Journal of
Educational Psychology, 90, 698-704.
Appendices
Appendix (A): English book 1 grade 1
8. The Effect of CALL on VocabularyLearning and Reading Comprehension of Iranian…
DOI: 10.9790/7388-054295103 www.iosrjournals.org 102 | Page
Appendix (B): Oxford Placement Test (OPT)
9. The Effect of CALL on VocabularyLearning and Reading Comprehension of Iranian…
DOI: 10.9790/7388-054295103 www.iosrjournals.org 103 | Page
Appendix ( C ): Vocabulary test
Name: ……………….. English Exam High school Grade One
C. Choose the best answer.
1. He was asleep when his mother …………the house.
a) Leave b) leaves c) leaving d) left
2. He can walk the distance ………..about 2 hours.
a) in b)on c)at d)to
3. The pan is on the fire. The water in the pan is boiling. So ……
a) don't keep it out of reach of the children.
b) the children have to put their hands in this pan.
c) you have to keep it out of reach of the children.
d) Let the children wash their hands in the pan
4. When summer ……..we’ll go to the country.
a)comes b)come c)came d)will come
My uncle is a……….. . He can fix your car..5
a) teacher b) butcher c) mechanic d) baker
Will you ……….. the radio, please? Its voice is very loud.6
a) turn off b) turn down c) turn on d) turn up
7-They will ..............a new way to solve the problem.
a.happenb.discoverc.turnd.grow
8.I'm a …….. of our school football team.
a) member b) number c) waiter d) farmer
9.you should buy more fruits. One kilo is not……….
a. real b. enough c. light d. above
10. The fire made the water in the kettle very ……
a) deep b) hot c) cold d) fun
11. If you put your hand in hot water, you will ……… it.
a). cook b). burn c). boil d). bake
12..did you ……..to get the ticket for the next show?
a.boilb.stayc.succeedd.change
13.I don’t understand the foreigner………… .
a. at all b. all over c. early d. loudly
14.When spring comes, the birds will come back again. They always do. And they’ll return to the same place.
a) When spring comes, the birds fly to a different place.
b) The birds fly high when spring comes.
c) The birds always return to other places in spring.
d) In spring the birds fly back to the same place.
15.Some birds migrate thousands of miles. They don’t have maps show them the way but they don’t get lost.
This means that they ……………………………. .
a) can find their way if they have maps.
b) get lost without maps.
c) can find their way without maps.
d) don’t get lost because they have maps.