Abstract:

Vocabulary learning is a fundamental aspect of language learning for ESL or EFL learners. The speedy modifications within the advancement of technological and pedagogical ways have proven to be quite captivating for instructors. Therefore, educational practitioners attempt to induct these digital and technological sources in their ESL or EFL classrooms for teaching diverse language skills. This study evaluates ESL learners’ performance after computer-assisted vocabulary instruction (CAVI hereafter) induction for about ten (10) weeks. In addition, this experimental study also aims to serve the purpose to examine the attitude of the learners towards CAVI practices. It is an action research (AR) project, where convenience sampling has been used to sort out the target population (n= 74) from an Elite Private School (EPS hereafter) in Hyderabad, Sindh, Pakistan. Moreover, the collected data has been analyzed statistically through SPSS software. According to the results, the learners expressed their eagerness to learn vocabulary through digital resources, and data witnessed that their overall performance pre and post CAVI seems to be going towards improvement. This study is significant because the efficacy of CAVI will promote awareness among Educational practitioners, ESL, and EFL teachers to improve their vocabulary instructional ways.

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