Abstract:

This study aims at investigating the effect of a CALL multimedia classroom on L2 learners' vocabulary achievements when compared to the traditional learning classroom and their attitudes towards using CALL multimedia. The participants of the study were 67 Saudi male students majoring in English in the first year of a BA course in Majmaah University, KSA. The participants were divided into two groups. The first group were from the Community college and represented the CALL group (n=31). The second group were from the Administrative sciences and Humanities college and represented the traditional group (n=36). Both qualitative and quantitative data collection methods were used. These were pretest, immediate and delayed post tests, questionnaire and interview. The findings of the study showed that both groups' learned a significant number of the target L2 words after the implementation of the study, but the CALL group outperformed the traditional group, and the difference between the two scores was statistically significant in both the immediate and delayed post tests. Also, the effect size calculations showed that the intervention (CALL multimedia) has a large impact on the treatment group (CALL group) in both the immediate and delayed post tests. Also, the findings showed that the CALL learners have positive attitudes towards using CALL for vocabulary learning and strongly support integrating CALL into schools.

Keywords:

Computer Assisted Language Learning, CALL Multimedia, Vocabulary learning.