Technology and Self-Efficacy Collaboration: A Case of Vocabulary Improvement

Document Type : Original Article

Author

Department ofEnglish Language, Facultyof Humanities, Islamic Azad University of Bushehr, Bushehr, Iran.

Abstract

Abstract
The current study aimed to demonstrate the influence of computer-assisted activities on the improvement of Iranian EFL learners’ vocabulary and their self-efficacy. Furthermore, it attempted to explore the relationship between technology-supported vocabulary learning and EFL students’ self-efficacy. A number of 120 EFL students participated in the research who were categorized into two groups of control and experimental. They were asked to answer the self-efficacy-beliefs questionnaire and vocabulary pre- and post-test at the outset and the end of the study after ten treatment sessions. The experimental group experienced vocabulary learning by using computer-assisted learning activities and the control group went through traditional instruction. The findings demonstrated that the participants of the experimental group who experienced technology-based instruction outperformed in the vocabulary test. On the other hand, there was no significant relationship between self-efficacy and vocabulary learning. Finally, the pedagogical implications of this study for L2 teachers and learners were presented.

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JELT Journal | Farhangian University
Volume 1, Issue 2 - Serial Number 1024200
Soft and hard copy printed
March 2022
Pages 64-80

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