Computer Assisted Vocabulary Instruction: A Case of Applying PowerPoint Presentation into Iranian EFL Classes
محورهای موضوعی : Research in English Language PedagogySaeid Farahnia 1 , Ali Khodi 2
1 - English Language Teacher, Ministry of Education
2 - University of Tehran, Kish International Campus
کلید واژه: CALL, vocabulary achievement, Power Point presentation (PPT),
چکیده مقاله :
Recently, with the growth of technology computer assisted language learning (CALL) has equipped teachers with new tools to transform education. In order to exploit the advantages of CALL, this study explored whether applying Power Point presentations (PPTs) brings about significant improvements in high-school learners’ English vocabulary knowledge. To this end, 120 Iranian male high-school students were divided into three experimental group and one control group. The administration of a 40- item multiple-choice vocabulary test, developed on the vocabularies to-be-instructed during the study period, demonstrated that the four groups were homogeneous in terms of their entry ability level. While all four groups received instruction in vocabulary during one and a half hour per week for six months, PPTs were employed only in the three experimental groups. Specifically, in the first group, the teacher used PPT to teach vocabulary and he exploited students’ assistance in explanation of presentation. In the second group, the students were required to prepare and present PPTs to teach vocabulary. Simultaneously, the teacher helped the students to clarify ambiguities of their presentations. The students in the third group were also demanded to have PPTs; however, the teacher did not provide them with any assistance, clarification, or explanation. Finally, the fourth group which acted as the control group was the one in which the teacher instructed vocabulary in a traditional way without the exploitation of PPT. At the end of the study, the same vocabulary test was administered as a post-test and the results of the statistical analysis indicated that the first and the fourth group significantly outperformed the other two groups.
Afshari, M., Ghavifekr, S., Siraj, S., & Jing, D. (2013). Students’ attitudes towards computer-assisted language learning. Procedia - Social and Behavioral Sciences, 103, 852-859. doi:
Anderson, J. C. (1984). Reading in a foreign language: a reading problem or a language problem. Reading in a Foreign Language. London, Longman, 1-27.
Başöz, T., & Çubukçu, F. (2014). The effectiveness of computer assisted instruction on vocabulary achievement. Mevlana International Journal of Education (MIJE), 4(1), 44–54.
Chalhoub-Deville, M. (2001). Language testing and technology: past and future.Language learning & technology, 5(2), 95-98.
Chun, D. M., & Plass, J. L. (1996). Effects of multimedia annotations on vocabulary acquisition. The modern language journal, 80(2), 183-198.
Cobb, T. (1999). Breadth and depth of lexical acquisition with hands-on concordancing. Computer Assisted Language Learning, 12, 345–360.
Dina, A. T., &Ciornei, S.-I. (2013). The Advantages and Disadvantages of Computer Assisted Language Learning and Teaching for Foreign Languages. Procedia - Social and Behavioral Sciences, 76, 248-252. doi:http://dx.doi.org/10.1016/j.sbspro.2013.04.107.
Fisher, D. L. (2003).Using power point for ESL teaching. The Internet TESL, 9(4),4.
Frey, B. A. and Birnbaum, D. J. 2002. Learners' perceptions on the value of powerpoint in lectures, Quebec: EDRS.
Goodfellow, R., & Laurillard, D. (1994). Modeling learning processes in lexical CALL. CALICO journal, 11(3), 19-46.
Gordon, T. (2007).Teaching young children a second language. United States of America, BLCP.
Groot, P. J. (2000). Computer assisted second language vocabulary acquisition. Language Learning & Technology, 4(1), 60-81.
Harrison A. (1998). Power up! Stimulating your students with PowerPoint.Learning & Leading with Technology, 26(4), 6–9.
Holzl, J. (1997). Twelve tips for effective Power Point presentations for the technologically challenged. Medical Teacher, 19(3), 175-179.
Hulstijn, J. H., Hollander, M., Greidanus T. (1996). Incidental vocabulary learning by advanced foreign language students: The influence of marginal glosses, dictionary use, and re-occurrence of unknown words. The Modern Language Journal, 80, 327-339.
Khezrlou, S., & Ellis, R. (2017). Effects of computer-assisted glosses on EFL learners' vocabulary acquisition and reading comprehension in three learning conditions. System, 65, 104-116.
Khodi, A. (2015). Revisiting Mobile Assisted Language Learning in EFL Writing Classes. Enjoy Teaching Journal, 3(2).
Levy, M. (1997). Computer-assisted language learning. Context and conceptualization. Oxford: Oxford University Press.
Lo, Y. Y., Anderson, A. L., & Bunch-Crump, K. (2017). Building Vocabulary of English Learners With Reading Disabilities Through Computer-Assisted Morphology Instruction. Intervention in School and Clinic, 52(3), 133-140.
Mason R.,&Hlynka D. (1998). PowerPoint in the classroom: Where is the power? Educational Technology, 38(5), 42–45.
Maulan, S. B., & Ibrahim, R. (2012). The teaching and learning of english for academic purposes in blended environment. Procedia - Social and Behavioral Sciences, 67(0), 561 570.doi:
Paradi, D. (2003). Survey shows how to stop annoying audiences with bad PowerPoint. Online im Internet: http://www. Think outside the slide. Com/articles/ pptsurvey_article. htm [Stand: 22.05. 2006].
Plass, J. L., Chun, D. M., Mayer, R. E., Leutner, D. (1998).Supporting visual and verbal learning preferences in a second-language multimedia learning environment. Journal of Educational Psychology,90, 25-36.
Rahimi, M., &Yadollahi, S. (2011).Computer anxiety and ICT integration in English classes among Iranian EFL teachers. Procedia Computer Science, 3, 203-209. doi: http://dx.doi.org/10.1016/j.procs.2010.12.034.
Sarica, G. N., & Cavus, N. (2009). New trends in 21st century English learning. Procedia SocialandBehavioralSciences,1(1),439-45.doi: http://dx.doi.org/10.1016/j.sbspro.2009.01.079
Shoari, E., & Farrokhi, F. (2014). The effects of graphic organizer strategy on improving iranian efl learners’ vocabulary learning. Research in English Language Pedagogy, 2(1), 71-82.
Tal, M., & Yelenevskaya, M. (2012). Computer-assisted language learning: challenges in teaching multilingual and multicultural student populations. Procedia - Social and Behavioral Sciences, 47, 263-268. doi:
Tufte, E. (2005). PowerPoint does rocket science-and better techniques for technical reports. Retrieved at 01/5/2013.
Tufte, E. R. (2003). The cognitive style of PowerPoint (Vol. 2006). Cheshire, CT: Graphics Press.
