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In the Name of God. Impact of Asynchronous CALL Programs on EFL High and Low Achievers' Vocabulary Retention and Recall. Bahman Gorjian Seyyed Rahim Moosavinia Kamal Ebrahimi. Linguapolis-Antwerp CALL-Motivation and beyond-August 18-20, 2010.

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In the Name of God


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impact of asynchronous call programs on efl high and low achievers vocabulary retention and recall
Impact of Asynchronous CALL Programs on EFL High and Low Achievers' Vocabulary Retention and Recall

Bahman Gorjian

Seyyed Rahim Moosavinia

Kamal Ebrahimi

Linguapolis-Antwerp CALL-Motivation and beyond-August 18-20, 2010

slide3

IntroductionIt has been increasingly argued that computer technologies can support learning in a number of ways. Many features of the computer are considered to enhance vocabulary development and reading comprehension: multimedia is one of them. Multimedia refers to computer-based systems that use various types of content, such as text, audio, video, graphics, animation, and interactivity. The key concepts of multimedia are thus 'computer-based' and 'interactive'.

slide4

Statement of the Problem Accordingly, language teaching has not remained inflexible towards the profound changes taking place in other areas of knowledge. Advances in network technologies have resulted in the emergence of virtual worlds designed to facilitate synchronous (online) and asynchronous (offline) communication between users. Of the many network technologies now being utilized in computer-assisted language learning (CALL), immersive virtual environments appear to hold great potential as learning tools.

research question
Research Question
  • To what extent do asynchronous CALL programs affect EFL high and low achievers’ development of vocabulary retention and recall?
review of literature
Review of Literature

Davis (1989)

Ur (1996)

Lomicka (1998)

Warschauer & Healey (1998)

Hulstijn & Laufer (2001)

Nation (2001)

Ariew & Ercetin (2004)

Hayati (2005)

Gorjian (2008)

Son (2008)

slide7
Methodology

Participants

50 EFL learners ( males and females) were non-randomly selected

High Achievers Group Male (n=4), Female (n=21),

Low Achievers Group Male (n=6), Female (n=19).

Instrumentation

1. Proficiency test based on TOEL vocabulary test ( Farhadi & Moradian, 2001); reliability of proficiency tests: H=.76, L= .78

2. Pilot test; reliability of pilot tests: H=.75, L= .79

3. Immediate post-test; reliability of immediate post-tests: H=.74, L= .79

4. Delayed post-test; reliability of delayed post-tests: H=.75, L= .79

Materials

Select Readings: upper-intermediate (Bernard & Lee, 2002)

Select Readings: pre-intermediate (Lee & Gundersen, 2002)

procedures
Procedures

High Achievers Group

1. Providing students with 8 chapters

2. Administration of immediate post-test

3. Administration of delayed post-test

Low Achievers Group

1. Providing students with 8 chapters

2. Administration of an immediate post-test

3. Administration of delayed post-test

slide9
Data Analysis

Table 1 Descriptive statistics (high achievers)

table 3 paired samples t test of low achievers pre test and immediate post test
Table 3 Paired Samples T-test of low achievers (pre-test and immediate post-test)

*Significant at (p<.05)

table 6 paired samples t test of high achievers immediate post test and delayed post test
Table 6 Paired samples T-test of high achievers (immediate post-test and delayed post-test)

*Significant at (p<.05)

table 5 paired samples t test of high achievers pre test and immediate post test
Table 5 Paired Samples T-test of high achievers (pre-test and immediate post-test)

*Significant at (p<.05)

discussion conclusion
Discussion & Conclusion
  • High achievers outperformed low achievers in both retention and recall.

2. Learning habits, computer literacy, and vocabulary storage helped high achievers to gain much benefit from CALL approaches.

3. Low achievers relied on short-term periods and trying to be ready to pass the immediate exam.

4.CALL approaches should be used with care due to lack of reliability of using computer in helping low achievers gain vocabulary knowledge in the long run.