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.
Zendehboudi, Z. (2022). Technology and Self-Efficacy Collaboration: A Case of Vocabulary Improvement. JELT Journal | Farhangian University, 1(2), 64-80. doi: 10.22034/jelt.2022.11330.1019
MLA
Zahra Zendehboudi. "Technology and Self-Efficacy Collaboration: A Case of Vocabulary Improvement", JELT Journal | Farhangian University, 1, 2, 2022, 64-80. doi: 10.22034/jelt.2022.11330.1019
HARVARD
Zendehboudi, Z. (2022). 'Technology and Self-Efficacy Collaboration: A Case of Vocabulary Improvement', JELT Journal | Farhangian University, 1(2), pp. 64-80. doi: 10.22034/jelt.2022.11330.1019
VANCOUVER
Zendehboudi, Z. Technology and Self-Efficacy Collaboration: A Case of Vocabulary Improvement. JELT Journal | Farhangian University, 2022; 1(2): 64-80. doi: 10.22034/jelt.2022.11330.1019
)