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Technology-Enhanced Vocabulary Development through Semantic Network Development Model vs. Syntactic Structure Development Model
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Author(s): Javad Kia Heirati (University of Mazandaran, Iran), Mehdi Azadsarv (Imam Khomeini University of Naval Sciences, Iran)and Arash Golzari (Islamic Azad University, Science and Research Branch, Iran)
Copyright: 2017
Pages: 15
Source title:
Multiculturalism and Technology-Enhanced Language Learning
Source Author(s)/Editor(s): Dara Tafazoli (University of Córdoba, Spain)and Margarida Romero (Université Laval, Canada)
DOI: 10.4018/978-1-5225-1882-2.ch012
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Abstract
This study aimed to investigate the effectiveness of integrating technology-enhanced instruction with semantic network and syntactic structure development models on EFL learners' improvement in vocabulary learning. Therefore, 75 Iranian EFL learners received VKS, a pre-test and a post-test to measure their current vocabulary knowledge and development. The findings showed that both models and technology were significantly effective in improving the development of vocabulary. Moreover, those learners who received their instruction based on semantic network development and syntactic structure development models incorporated in CALL out-performed significantly those who were exposed solely to the two models of vocabulary instruction (i.e. semantic network development model and syntactic structure development model). The results suggest that teachers can consciously benefit from the mixture of technology-enhanced instruction and the models (and other successful teaching techniques) to improve the learners' vocabulary learning as well as other language skills and sub-skills in general.
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