Abstract:
The aim of this study was to investigate the effects of various online techniques (word reference, media, and vocabulary games) on reading comprehension as well as vocabulary comprehension and production. For this purpose, 60 language learners were selected and divided into three groups, and each group was randomly assigned to one of the treatment conditions. In the first session of treatment, a vocabulary test was administered as the pretest of the study. During treatment, the language learners in those three groups were instructed through online vocabulary games, online media along with transcript and online word reference. At the end of the treatment, a reading comprehension test, a vocabulary comprehension, and a vocabulary production test were given as the posttests. The collected data were analyzed using three one-way ANOVA procedures. The results showed that the online media group outperformed the other groups. Based on the findings of this study, it can be concluded that different online tools may have differential effects on learning different aspects of language. This implies that adhering to any single online tool may not necessarily bring about desirable results. The conclusion to be drawn from this is that teachers need to make use of a combination of these tools.
Machine summary:
The purpose of the present study, therefore, is to compare the effects of different forms of digital tools such as online vocabulary games, online media, and online word reference on reading comprehension and vocabulary learning of EFL learners.
Apart from the various methods and techniques that may affect English language learners’ vocabulary learning and reading comprehension, online tools and media may also help users to generate and manage information and to communicate effectively (Thierer, 2001).
Online tools such as online English language learning websites (Wu, Yen & Marek, 2011), electronic dictionaries (Zarei, & Mahmoodzadeh, 2014), chatting and email messaging programs, online games (Yolageldili & Arikan, 2011), presentation software and online media (Wood, 2001) may be effective learning tools that can facilitate learning by creating a more motivating and less anxiety-inducing environment in which learners focus on new words and their contextual use.
Data Analysis To investigate the comparative effects of online games, online media, and online word reference on EFL learners’ reading comprehension and vocabulary learning, the one way ANOVA procedure was used.
1. One-Sample Kolmogorov-Smirnov Test result on OPT (View the image of this page) Journal of Teaching Language Skills, 37(3), Fall 2018 224 The First Research Question The first question addressed the effects of online vocabulary games, media, and online word reference tools on Iranian EFL learners' reading comprehension.