The impact of Computer-Assisted Language Learning (CALL) applications on foreign language learners' vocabulary use and their learner autonomy levels and attitudes

The rapid advancements in Computer-Assisted Language Learning (CALL) applications used for vocabulary study, and the notion of Learner Autonomy (LA) that subsequently gained enormous momentum have made it fundamentally important to examine the intricate relationship between vocabulary acquisition, technology and learner autonomy. Hence, the present study aimed at investigating the impact of English as a Foreign Language (EFL) students' autonomous use of CALL applications on their vocabulary use as well as their levels of and attitudes towards LA in the context of a Turkish private university. For 11 weeks, the experimental group made use of CALL-based vocabulary revision materials while those in the control group received traditional, paper-based ones. The data obtained via the participants': 1) Pre-tests, 2) Post-tests, and 3) Written tasks was analysed quantitatively via a series of parametric and non-parametric tests. The analyses of the participants' six written tasks revealed that while the autonomous use of CALL for vocabulary revision did not have a significant impact on participants' vocabulary use in the short term, a significant difference was observed in their long term vocabulary use. Similarly, CALL-users were found to experience a gradual increase in their use of the target vocabulary items from the first task to the final one. Furthermore, while both methods of study were found to be beneficial for vocabulary recall, the CALL-users achieved a significantly higher level of vocabulary retention than the control group. Finally, comparisons between the two groups' Pre- and Post- tests revealed no significant difference in terms of the participants' levels of or attitudes towards learner autonomy.