آمار
| تعداد نشریات | 5 |
| تعداد شماره‌ها | 117 |
| تعداد مقالات | 1,383 |
| تعداد مشاهده مقاله | 1,396,146 |
| تعداد دریافت فایل اصل مقاله | 1,365,205 |
The Impact of Mnemosyne Computer Software on Iranian EFL Learners’ Vocabulary Learning | ||
| Journal of Applied Linguistics and Applied Literature: Dynamics and Advances | ||
| مقاله 8، دوره 5، شماره 2 - شماره پیاپی 10، آذر 2017، صفحه 101-111 اصل مقاله (797.05 K) | ||
| نوع مقاله: Research Article | ||
| شناسه دیجیتال (DOI): 10.22049/jalda.2018.26246.1068 | ||
| نویسندگان | ||
| Saeed Taki1؛ Sanaz Jafari* 2 | ||
| 1Assistant Professor of TEFL, English Department, Shahreza Branch, Islamic Azad University, Shahreza, Iran. | ||
| 2PhD Candidate of TEFL, English Department, Shahreza Branch, Islamic Azad University, Shahreza, Iran. | ||
| چکیده | ||
| The Mnemosyne computer software is a flash-card aid, which optimizes learners’ learning process. The current study was conducted to evaluate the extent to which Mnemosyne can assist college-level Iranian EFL learners to improve their vocabulary learning by utilizing spaced repetition. For this purpose, 60 intermediate-level EFL learners were chosen based on their performance on a proficiency test. Then, they were divided into two equal-sized experimental and control groups, each consisting of 30 participants. The participants of the experimental group were asked to use Mnemosyne on their own computers, their cell phones or other devices. They had opportunity to use numerous numbers of free flashcards on various subjects and users could build their own on different topics. The control group received instructions through conventional teaching methodology. The posttest was given to the participants of both groups in order to check the students’ vocabulary learning. The results of independent sample t-test between the posttest scores of the two groups showed a significant difference between the scores of the experimental group and those of the control group. The results demonstrated that Mnemosyne significantly improved students’ performance in vocabulary learning. | ||
| کلیدواژه‌ها | ||
| Computer-Assisted Language Learning (CALL)؛ EFL Learner؛ Flash-card؛ Mnemosyne Software؛ and Vocabulary Learning | ||
| مراجع | ||
|
References
Abebe, T. T., & Davidson, L. M. (2012). Assessing the Role of Visual Teaching Materials in Teaching English Vocabulary. Language in India, 12(3), 524-552.
Allen, V. F. (1983). Techniques in Teaching Vocabulary. New York: Oxford University Press.
Bagheri, E., Roohani, A., & Ansari, D. N. (2012). Effect of CALL-based and Non-CALL Based Methods of Teaching on L2 Vocabulary Learning. Journal of Language Teaching & Research, 3(4), 744-752.
Bax, S. (2003). CALL- past, present and future. System, 31(3), 13-28.
Coxhead, A. (2000). A new academic word list. TESOL quarterly, 34(2), 213-238.
Dashtestani, R. (2013). Students’ acceptance and perspectives of PowerPoint presentations as learning tools in the Iranian English for academic purposes (EAP) context. Taiwan International ESP Journal, 5(1), 1-18.
Gazimbe, P., Mapolisa, T., Khosa, M. T., & Tshabalala, T. (2015). Effectiveness of using teaching/learning aids in the teaching of primary school subjects in Nkayi district. Scholars Journal of Arts, Humanities and Social Sciences, 3(1C), 218-223.
Ghader, H., & Bahlooli Niri, M. R. (2016). The effect of pictorial presentation of vocabulary on EFL learners’ retention. The Journal of Applied Linguistics and Applied Literature: Dynamics and Advances, 4(2), 101-114.
Hoon, H. L. (2008). Information and communication technology in teaching: Singapore university teachers’ perspectives (master´ s thesis). University of Leicester, Leicester. Retrieved from http://etheses.nottingham.ac.uk/1789/1/508254.pdf
Kang, S. (2004). Using visual organizers to enhance EFL instruction. ELT Journal, 58(1), 58-67.http://dx.doi.org/10.1093/elt/58.1.58
Lazar, G. (1996). Using figurative language to expand students' vocabulary. ELT Journal,50(1),43-51.
Nation, I. S. P. (2003). Teaching and learning vocabulary. Beijing: Foreign Language Teaching and Research Press.
Oyaid, A. (2009). Education policy in Saudi Arabia and its relation to secondary school teachers’ ICT use, perceptions, and views of the future of ICT in education (master´ s thesis). University of Exeter, Exeter.
Scott, V., Ytreberg, A. & Lisbeth H. (1993). Teaching English to Children. Essex: Longman Group UK Limited.
Vardanjani, A. M. (2013). A Critical Study of Iranian EFL Environment. International Journal of English Language & Translation Studies, 1(3), 4-19.
Warschauer, M., & Liaw, M. L. (2010). Emerging technologies in adult literacy and language education. Washington, DC: National Institute for Literacy.
Wright, A. (1992). Pictures for Language Learning. Cambridge: Cambridge University Press.
Wright, A. & Haleem, S. (1992). Visuals for the language classroom. London & New York: Longman. | ||
|
آمار تعداد مشاهده مقاله: 926 تعداد دریافت فایل اصل مقاله: 840 |
||