The impact of E-learning on Iranian intermediate EFL learners’wordretention

Table of Contents

TitlePage

Abstract……………………………………………………………………………………………………….….……….……1

Chapter One

Introduction……………………………………………………………………………………….….……………………….2

1.o: Introduction ……………………………………………………………………………………………………………2

1.1: Theoretical Framework…………………….………………………………………….………………………….2

1.1.1: The Advent of Digital Text Alphabet…………………………………….………….……………………3

1.1.2: Printing Press………………………………………………………………………………….…………..……….4

1.1.3: Textbooks………………………………………………………………………..…………….…………..………..4

1.1.4: A Survey of Digital Text Computers………………………………………….…………….………..…..5

1.1.5: Multimedia…………………………………………………………………………………………….………..…..5

1.2: Statement of the Problem……………………………………………………………….….…………………..7

1.3: Significance of the study……………………………………………………….……………………………..…9

1.4: Research Question……………………………………………………………………………………..…….…..10

1.5: Research Hypothesis……………………………………………………………..………………………….….10

1.6: Definition of Key Terms………………………………………………………..…………………………….…10

1.7: Summary…………………………………………………………………………………….…………..……….……11

Chapter Two

Review of the Literature………………………………………………………………….……………………….…..12

2.0: Introduction………………………………………………………………………………………………….……….12

2.1: The Importance of vocabulary………………………………………………………………….……………13

2.2: Vocabulary and its importance………………………………………………………………………………17

2.3: Importance of Vocabulary in Second Language Acquisition………………………..….………21

2.4: Historical development of interest in vocabulary………………………………………..…………22

2.4.1: Vocabulary teaching and learning – current trends…………………………………….……….24

2.4.2: Vocabulary in relation to the field of second language acquisition (SLA)……………..29

2.5: The Nature of Vocabulary Acquisition………………………………………………………………….…32

2.6: Vocabulary Retention…………………………………………………………….……….……………………..34

2.7: Intentional and Incidental Vocabulary Learning………………………….……………..…………..36

2.8: Multimedia and Learning ………………………………………………………….………..…………………39

2.9: Computer Assisted Vocabulary Instruction…………………………………..….…………………….41

2.10: Multimedia Annotations and Vocabulary Learning ……………………………..………….……44

2.11: Multimedia aids for comprehension………………………………………………………….…………47

2.12: Technology in Literacy Instruction………………………………………………………………….…….49

2.13: Reasons for Using Technology……………………………………………….…………………………….49

2.14: Theoretical Stance……………………………………………………………………………………………….50

2.15: Effects of E-books on Literacy Skills……………………………………………………….……………..52

2.16: E-books Versus Print-Based Books……………………………………………………………………….54

2.17: Methods to Integrate E-books in the Classroom………………………….………….……………55

2.18: Computer Assisted Language Learning (CALL)………………………………..….…………………57

2.19: History of Computers in the classroom………………………………………………………………..60

2.20: Advantages of Computer Assisted Language Learning (CALL)……………………..……….61

2.21: Disadvantages of Computer Assisted Language Learning (CALL)………………….…….…62

2.22: Challenges and benefits of multimedia annotations…………………………………..….…… 64

2.23: Summary……………………………………………………………………………………………………………..67

Chapter 3

Method ……………………………………………………………………………………………………….………………69

3.0:Introduction……………………………………..……………………………….…………………….……………..69

3.1: The Design of the Study…………………………………………………..…………………………………….69

3.2: Participants………………………………………………………………………….…………………….………….69

3.3: Data Collection Procedure…………………………………………………………………….……………….70

3.4: Data Collection Instruments………………………………………..……………………….………………. 71

3.4.1: Proficiency test (OPT)………………………………………………………………………………………… .71

3.4.2:Preliminary English Test (PET)…………………………………………………………………………….. 74

3.4.3: Preliminary English Test…………………………………………………………………………………….. 74

3.4.4: Content of PET……………………………………………………………………………………………….. 74

3.4.5: Level of PET……………………………………………………………………………………….76

3.4.6: The Aims and Objectives of PET……………………………………………………………76

3.4.7: Reading Materials………………………………………………………………………….…………..78

3.4.8: Issues of reliability and validity……………………………………………………….………..79

3.5: Data Analysis Procedure…………………………………………………………………………..….…………80

3.6: Summary …………………………………………………………………………………………………….…………80

Chapter Four

Results………………………………………….………………………………………………………………………………81

4.0: Introduction……………………………………………………………………………………………….………….81

4.1: Findings…………………………………………………………………………………………….……………………81

4.2: Hypotheses Analysis…………………………………………………….…………….…………..……………..92

4.3: Summary……………………………………………………………..………………………………………………. 93

Chapter Five

Discussion…………………………………………………………….………………………………………………………94

5.0: Introduction………………………………………………………………………………………………………….94

5.1: General Discussion…………………………………………………….………………………………………….94

5.2: Implications for Teaching …………………………………………………….……………………………….97

5.3: Suggestions for Future Research……………………………………….…………………………………..98

5.4: Limitations of the Study…………………………………………………………………………..……………98

5.5: Summary……………….……….…………………………………………………………….……………………… 99

REFERENCES…………………………………………………………………………………….………….……………..100

Appendix A …………………………………………………………………………….………………………………….106

Appendix B Cont……………………………………………………………….……….116

 

 

 

List of Tables

Title                                                                                                                              page

Table 3.1: Reliability of the Instruments Using Cronbach’s Alpha……………………80

Table 4.1: Descriptive Statistics for the Proficiency Test……………….…………..…..82

Table4.2: Descriptive Statistics for Gender…………………………….…..…………..…82

Table 4.3: Number of Students Participated in Pre-test and Post-test Cases………………85

Table4.4:Descriptive statistical analysis of pre-test and post-test………..………………..85

Table4.5: Levine’s Test of Equality of Error Variance…………………………..……….88

Table4.6: Tests of Between-Subjects Effects……………………………………………..88

Table4.7: Mean of word retention……………………………………..………..…………89

Table4.8: Sum of analysis of covariance…………………………………………………90

Table4.9: independent t-test for male and female performance…………………..………92

 

 

 

 

 

 

 

 

 

 

List of Figures

Title                                                                                                                              page            

Chart 4.1:The number of questions answered by the participants ……………………83

Chart 4.2:The percentage of male and female participants ………….…..….………..84

Graph 4.1: The linear relationship between pre-test and post-test……………….…..83

Graph 4.2:Significant difference between the word retention in experimental and

control group…………………………………………………………………….….…..84