English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

The use of Computer Assisted Language Learning (CALL) in the field of education has increased remarkably in recent years due to the swift and 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) in the short and long-term learning in the area of L2 vocabulary. It seeks to see which method is more effective for teaching English vocabulary to young elementary Iranian EFL learners. To this end, 61 female Iranian EFL learners participated in the study through a purposive sampling. They were randomly assigned into CALL-users (n = 32) and non-CALL users (n = 29) and posttest control group design was employed. To collect data, a proficiency test was used to homogenize the participants and a multiple-choice vocabulary test was used as immediate and delayed posttests to find out the effectiveness of the methods in a shorter and longer period of time. The results of t-tests indicated that there was not a significant difference between the vocabulary scores of the CALL-users and non-CALL users in both short-term and long-term learning despite the fact that both methods appeared to be effective. Furthermore, both methods were found to be more effective in the short-term learning. Finally, the pedagogical implications of this study for L2 teachers and learners are presented

Effect of CALL-based and Non-CALL Based Methods of Teaching on L2 Vocabulary Learning