DOI: https://doi.org/10.36719/2789-6919/46/8-13
Ogtay Jalilbayly
Baku State University
Doctor of Philology
https://orcid.org/0000-0002-0817-4908
jalilbeyliogtayeg@gmail.com
Gulchohra Aliyeva
Azerbaijan State Marine Academy
Doctor of Philology
https://orcid.org/0000-0001-9517-656
aliyevagulchohra59@gmail.com
Enhancing EFL Vocabulary Acquisition Through CALL Tools: a Comparative
Study of Digital and Traditional Instruction
Abstract
The rapid advancement of digital technologies has transformed language learning landscapes worldwide, particularly in the domain of vocabulary acquisition for students who are studying English as a second language (EFL). This study explores the effectiveness of Computer-Assisted Language Learning (CALL) tools in enhancing EFL learners’ vocabulary knowledge, emphasizing the pedagogical shift from traditional teaching methods to technology-integrated instruction. The objective is to evaluate whether CALL-based instruction significantly improves learners' lexical acquisition and retention compared to conventional methods. To investigate this, a quasi-experimental design was employed involving 60 pre-intermediate EFL students at a private language center. The learners were allocated into two distinct groups: the experimental group used CALL tools such as Quizlet, Duolingo, and Memrise, while the control group followed textbook-based instruction. A vocabulary pre-test and post-test, along with learner feedback questionnaires, were used to measure vocabulary development and learner attitudes toward CALL. The findings demonstrated a notably significant enhancement in vocabulary test results for the experimental group when contrasted with the control group. Moreover, learners in the CALL group reported higher motivation, engagement, and confidence in vocabulary usage. The success of CALL tools was attributed to their multimodal features, gamification elements, spaced repetition systems and user autonomy. The findings of study align with prior literature that emphasizes the benefits of digital platforms in language education. Future research should explore long-term effects and the impact of specific features within CALL tools to further optimize their use in language education.
Keywords: computer-assisted, digital tools, language learning technology, mobile-assisted language learning (MALL), educational technology