A comparative study of paper-based and computer-based contextualization in vocabulary learning of Iranian EFL students

Foreign language vocabulary is viewed as an essential factor in successful communication and in proficient-level reading comprehension (Ellis 2001; Krashen1989; Nation &Waring 2001; Schmitt 2000). So, it has become one of the main concerns of language pedagogy. New technologies have helped a lot in this way. One of them is called Computer Assisted Language Learning (CALL) which may be defined as "the search for and study of applications on the computer in language teaching and learning" (Levy, 1997, p. 1). The importance of the issue led the researcher to do the present study which is concerned with instruction of contextualized vocabulary on paper and through CALL. PowerPoint (PP) software was chosen to contextualize vocabulary items. The very materials in paper-based (PB) contextualization were used. To do this study, a group of 60 pre-university students were chosen. MTELP (1982) was administered, then, 52 students with closer scores to the mean (1.5 of the standard deviation) selected to make sure of homogeneous language proficiency of the participants in the study. They were, randomly, assigned as PB and CB groups. A pretest consisting of 70 vocabulary items was given to both groups to ensure that the vocabulary items were to be taught were not known by the learners. The PB group received PB contextualization of vocabulary items and the CB group received the CB contextualization of that very vocabulary items. After each session, a vocabulary quiz of ten multiple-choice items was given to the students of both groups (immediate posttest). Finally, the pretest was used to assess the vocabulary learning of both groups. Besides, a standardized multiple-choice test of 60 items was given to the students of both groups (delayed posttest). Paired samples t-test of pretest and posttest and independent samples t-test of the delayed and immediate posttest was executed by SPSS software (version 18). Considering all the results, it was revealed that computer-based contextualization had more effects on vocabulary learning of the pre-university students more than paper-based contextualization of the words. These results could be attributed to the effects of new technologies, such as CALL, in language learning that change visual concepts into mental concepts. The learners can easily manipulate what they are seeing on the screen which helps them to be more encouraged and motivated. Using CALL not only in language classes, but also in all fields of instruction would bring more excitement for the learners and also teachers, in language classes and might make students to be more active in language and all other classes.