Effects of computer assisted vocabulary instruction on vocabulary learning and vocabulary learning strategies

The aim of this study was to investigate the effect of computer assisted vocabulary learning applications on the use of vocabulary learning strategies and vocabulary learning of secondary school grade 6 students. The study utilized a quasi-experimental design that lasted for 10 weeks with 68 secondary school students. An instructional software (Dynamic English Vocabulary Instruction Software- DENIS and Games) DENIS and Instructional Games comprising textual, visual and auditory elements with the purpose of enabling students to learn vocabulary in a computer setting was developed and applied as the treatment in a computer lab for two intervals of 4 weeks. Two instruments were used for data collection. First, a vocabulary learning strategy scale was developed and piloted. The reliability of the scale estimated by Cronbach's alpha was .89. The scale also demonstrated acceptable construct validity examined by both exploratory and confirmatory factor analyses. Confirming the theoretical assumptions of vocabulary learning strategies, the scale showed six underlying constructs including memory, cognitive, compensation, meta-cognitive, affective and social strategies to be valid. The strategy use scale was administered to the participants before and after the applications of the treatment. Second, a vocabulary achievement test was developed and administered to the participants before and after the applications of the treatment. The data was analysed using paired samples t-test and One-way ANOVA for repeated measures. The findings revealed that the treatments resulted in a significant increase only in the students' level of using Compensation Strategies (t67=-2.021, p<0.05). No difference was detected for other strategies. However, both DENIS and the Instructional Games resulted in a statistically significant difference in the students' vocabulary learning (F(1.29, 86.61)=170.16, p<0.05; F(1.73, 115.63)=175.41, p<0.05, respectively). When the combined effect of both DENIS and the instructional games on the students' vocabulary learning achievement scores was examined, a statistically significant difference was found (t67=-16.90, p<0.05). Keywords: Vocabulary learning strategies, computer-assisted vocabulary learning, instructional software, instructional computer games.