The Effect of Using Computer-assisted Language Learning (CALL) on the Reading Comprehension of Narrative Texts for the Iranian University Male Freshmen
Volume 8-1 February 2012.
The Effect of using computer-assisted language learning (CALL) on the Reading Comprehension of Narrative Texts for the Iranian University Male Freshmen
Majid Fardy (M.A.)
Payyam Noor University, Khodabandeh Branch, Iran
Hossein Noori Shorabi (B.A.)
Technical vocational organization-khodabandeh Center, Iran
Yousef Mohammadi (M.A. Student)
Islamic Azad University, Zanjan Science and Research Branch, Zanjan, Iran
Majid Fardy M.A. in TEFL from the Islamic Azad University, Takestan, Iran, 2010. He is currently teaching English at Islamic Azad University and Payyam-Noor University, Khodabandeh, Iran. His areas of interest include second language education, contrastive analysis, and linguistic. He has published some articles in international journals and has presented some in international conferences.
Hossein Noori Shorabi is a TEFL student in Payyam-Noor University, Khodabandeh, Iran at B.A. level and works as an employee in Technical vocational organization – khodandeh Center, Iran.
Yousef Mohammadi is a private law student in Islamic Azad University- science and research branch, Zanjan, Iran. He has got his B.A. in English language translation from Islamic Azad University, Takestan, Iran.
This study aimed to explore the effect of computer-assisted Language Learning (CALL) on the reading comprehension of narrative texts of Iranian male freshmen. The study was designed as a true-experimental research-Randomized Control Experimental Group, Pre-test-Post-test Design. The subjects in this study were 60 male freshmen from Islamic Azad University of Khodabandeh who are studying English as their major course. They were freshmen who had been selected out of many other EFL students through the Standardized Nelson Test. These subjects were divided into two groups, control group and experimental group (each group subsumed 30 male subjects). The leven’stest indicated that the subjects were convincingly homogeneous. The experimental group was taught using computer-assisted instructions in a language laboratory, while subjects in the control group were taught using a traditional method of instructions in traditional classroom setting. The training took 12 sessions and the same instructor taught the groups three hours each session. During the first week, a pre-test was given to both groups. Then, a post-test was given at the end of the instructions. An independent sample t-test appeared to be an appropriate tool for data analysis in this study since there were two groups who were evaluated twice through pre and posttest. The results showed that there were statistically significant differences between two groups that can be attributed to the effect of CALL on the reading comprehension of narrative texts.
Keywords: Computer-assisted Language Learning, Narrative Text, Traditional Method.