The Effect of Computer Assisted Language Learning (CALL) Program on Learning Vocabulary among EFL Left and Right Hemispheric Dominant Learners

Abstract

Vocabulary is a core component of language proficiency, and provides much of the basis for how well learners speak, listen, read, and write. Without  an extensive vocabulary and strategies  for acquiring new vocabulary, learners often achieve less than their potential and may be discouraged from making use  of  language learning  opportunities around them  such  as  listening  to  the radio, listening to native  speakers,  using  the  language  in  different  contexts,  reading  or  watching  television. CALL refers to the use of computer in the teaching and learning of a second or foreign language. The field of CALL includes the use of a computer in the language process. CALL programs aims to teach students in aspects of the language learning process via the medium of computers. Unfortunately, in Iran, textbook writers and syllabus designers have paid less attention to the role played by the CALL in classrooms. Teaching is not supplemented with modern technologies, specially CALL in teaching English. The use of Computer Assisted Language Learning (CALL) in the field of education has increased remarkably in recent years due to the modern changes in language software. However, CALL is not widely employed in the field of second/foreign (L2) language learning in Iran.  Interested in the application of CALL,  this  study  examines  two  methods  of  vocabulary  teaching/learning  (CALL-based  versus  non-CALL based). For this purpose, 38 male and 48 female elementary Iranian EFL learners participate in the study. They are randomly assigned into CALL-users   and non-CALL users and posttest control group design is employed.  To  collect data,  a proficiency  test will be used to homogenize the participants and  a multiple-choice vocabulary test  will be  used  as  posttests  to  find  out  the  effectiveness  of  the  methods. Finally, The results of  t-tests and the  pedagogical implications  of  this  study  for  L2  teachers  and learners will be presented.