Technology is an Asset: Enhancing EFL Learners’ Vocabulary Knowledge and Listening Comprehension through CALL

Abstract

Abstract Technology-enhanced language instruction has attracted researchers’ attention in language teaching and learning in recent decades. Accordingly, the present mixed-methods study is an attempt to investigate the effect of Computer-Assisted Language Learning (CALL) on the EFL learners’ vocabulary development and listening comprehension. In doing so, 60 intermediate EFL learners were conveniently chosen for the quantitative phase of the study, and were divided into one experimental group (n= 30) and one control group (n= 30). The same instructor taught vocabulary tasks and listening skill to both groups, using computer software for the experimental group and the traditional method for the control group for 10 sessions during 5 weeks straight. In order to look into the effect of CALL instruction, quantitative methodology was employed. By analysing the mean scores of the learners’ pre-test and post-test, it was revealed that the incorporation of computer software in English Language Teaching (ELT) classes resulted in learners’ significant improvement in vocabulary learning and listening comprehension. Then, the qualitative phase of the study began and 24 learners from the same experimental group were invited to semi-structured interviews to share their experiences of CALL classes with the researchers. The qualitative analysis of learners’ data manifested two thematic categories: 1) technology is an asset to EFL learners, and 2) technology makes the input more comprehensible. Findings of the study contributed to the conscious use of technology-enhanced instruction through computer and mobile tools to provide an interactive learning atmosphere for the EFL learners, and to help them develop language skills and sub-skills, which seems beneficial for both EFL learners and teachers as ubiquitous technology is becoming an inevitable member of teaching and learning community.