Vocabulary-Based Computer Assisted Language Learning (CALL)
DOI:
https://doi.org/10.35870/ijecs.v4i2.2925Keywords:
Computer, Vocabulary Learning, CALL, Language InstructionAbstract
This research aims to explore the implementation of Computer-Assisted Language Learning (CALL) in vocabulary instruction and its impact on students' vocabulary proficiency. The study employs a descriptive qualitative research design, utilizing purposive sampling to select participants. Data collection methods included questionnaires, observations, and documentary analysis to gather comprehensive insights into the effectiveness of CALL in the classroom. The findings reveal that CALL significantly enhances student achievement, with 86% of the students scoring within the excellent to good range in vocabulary assessments. The integration of computers in the learning process has been shown to positively influence vocabulary acquisition, making it a valuable tool in language education. Additionally, the use of CALL has been found to increase student motivation. The interactive elements provided by CALL, such as sounds, images, animations, and colors, contribute to making the learning experience more engaging and appealing for young learners. Consequently, CALL emerges as an effective method for both improving vocabulary skills and enhancing student engagement in language learning.
Downloads
References
Bajrami, L., & Ismaili, M. (2016). The role of video materials in EFL classrooms. Procedia - Social and Behavioral Sciences, 232, 502-506.
Barrot, J. S. (2023). Using automated written corrective feedback in the writing classrooms: Effects on L2 writing accuracy. Computer Assisted Language Learning, 36(4), 584-607.
Beatty, K. (2003). Teaching and researching computer-assisted language learning. Pearson Educational Limited.
Cook, V. (2016). Second language learning and language teaching. Routledge.
Copland, F., & Garton, S. (2014). Key themes and future directions in teaching English to young learners: Introduction to the special issue. ELT Journal, 68(3), 223-230.
Franciosi, S. J. (2017). The effect of computer game-based learning on FL vocabulary transferability. Journal of Educational Technology & Society, 20(1), 123-133.
Haron, H., Aziz, N. H. N., & Harun, A. (2017). A conceptual model participatory engagement within e-learning community. Procedia Computer Science, 116, 242-250.
Hashmi, N. A. (2016). Computer-assisted language learning (CALL) in the EFL classroom and its impact on effective teaching-learning process in Saudi Arabia. International Journal of Applied Linguistics and English Literature, 5(2), 202-206.
Irani, U. (2010). Developing vocabulary mastery using CALL for elementary school students. Syiah Kuala University. (Unpublished).
Kaur, P., Stoltzfus, J., & Yellapu, V. (2018). Descriptive statistics. International Journal of Academic Medicine, 4(1), 60.
Moon, M. D. (2019). Triangulation: A method to increase validity, reliability, and legitimation in clinical research. Journal of Emergency Nursing, 45(1), 103-105.
Nasri, M., Shafiee, S., & Sepehri, M. (2021). An investigation of Iranian intermediate EFL learners’ L2 motivation and attitude in a computer-assisted language learning environment. Issues in Language Teaching, 10(1), 355-389.
Nikic, S. (2021). Ready to engage? Urban middle school teachers’ responsiveness to targeted engagement interventions on their virtual instructional practices: An action research study (Doctoral dissertation, University of Missouri-Saint Louis).
Olson, R. K., Wise, B., Ring, J., & Johnson, M. (2021). Computer-based remedial training in phoneme awareness and phonological decoding: Effects on the posttraining development of word recognition. In Components of effective reading intervention (pp. 235-253). Routledge.
Sundler, A. J., Lindberg, E., Nilsson, C., & Palmér, L. (2019). Qualitative thematic analysis based on descriptive phenomenology. Nursing Open, 6(3), 733-739.
Susanto, A. (2017). The teaching of vocabulary: A perspective. Jurnal Kata: Penelitian Tentang Ilmu Bahasa dan Sastra, 1(2), 182-191.
Syafrizal, S., & Haerudin, H. (2018). The implementation of vocabulary building strategy in teaching English vocabulary to young learners. Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP, 5(1), 40-48.
Tan, O. S. (2021). Problem-based learning innovation: Using problems to power learning in the 21st century. Gale Cengage Learning.
Taopan, L. L., Drajati, N. A., & Sumardi, S. (2020). TPACK Framework: Challenges and opportunities in EFL classrooms. Research and Innovation in Language Learning, 3(1), 1-22.
Vu, D. V., & Peters, E. (2021). Vocabulary in English language learning, teaching, and testing in Vietnam: A review. Education Sciences, 11(9), 563.
Downloads
Published
Issue
Section
License
Copyright (c) 2024 International Journal Education and Computer Studies (IJECS)
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Authors who publish with this journal agree to the following terms:
1. Copyright Retention and Open Access License
Authors retain copyright of their work and grant the journal non-exclusive right of first publication under the Creative Commons Attribution 4.0 International License (CC BY 4.0).
This license allows unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
2. Rights Granted Under CC BY 4.0
Under this license, readers are free to:
- Share — copy and redistribute the material in any medium or format
- Adapt — remix, transform, and build upon the material for any purpose, including commercial use
- No additional restrictions — the licensor cannot revoke these freedoms as long as license terms are followed
3. Attribution Requirements
All uses must include:
- Proper citation of the original work
- Link to the Creative Commons license
- Indication if changes were made to the original work
- No suggestion that the licensor endorses the user or their use
4. Additional Distribution Rights
Authors may:
- Deposit the published version in institutional repositories
- Share through academic social networks
- Include in books, monographs, or other publications
- Post on personal or institutional websites
Requirement: All additional distributions must maintain the CC BY 4.0 license and proper attribution.
5. Self-Archiving and Pre-Print Sharing
Authors are encouraged to:
- Share pre-prints and post-prints online
- Deposit in subject-specific repositories (e.g., arXiv, bioRxiv)
- Engage in scholarly communication throughout the publication process
6. Open Access Commitment
This journal provides immediate open access to all content, supporting the global exchange of knowledge without financial, legal, or technical barriers.
