Abstract:

The main goal of this paper is to investigate the effect of two vocabulary learning approaches: 1) Computer-assisted Language Learning (CALL) with a computer-based flashcards program, Quizlet, 2) Keeping vocabulary notebooks on high school EFL learners’ vocabulary learning. The vocabulary targeted for the study is determined from three sequential units of the textbook. The units are selected randomly considering the starting date of the study. Eighty-nine students in four beginner EFL classes were assigned as control or treatment groups. The flashcard software program (Quizlet) and paper-based vocabulary notebook was implemented in two different classes over a week period. The remaining two classes were control groups following the same curriculum with the same materials without using Quizlet or keeping vocabulary notebooks. Vocabulary learning and recall was measured by pre, post and delayed post-tests of unannounced vocabulary tests including knowledge of orthography, grammar and use adapted from Laufer and Goldstein (2004) and, meaning and form, adapted from Webb (2009). Pre, post and delayed post-test scores were analyzed to evaluate the effectiveness of vocabulary learning and retention. The results show that there was no significant difference about vocabulary learning and recall among the groups. However, the improvements were observed between pre-test/ post-test and pre-test/ delayed post-test among control, Quizlet and vocabulary notebook groups

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