Technology And Language Learning

The world of language teaching undergoes many changes and experiences with new methods and approaches coming into existence every day. Technology has had its share and effect on language teaching/learning, too. Within the world of technology, computer and its software opened a new horizon to language teaching/learning (Maftoon, Hamidi, & Sarem, 2012). In the realm of second/foreign language acquisition, the most recent effort to improve the process of language learning has involved computer technology. In connection with this fact, Garrett (1989, p. 104) points out that applying computer technology in foreign language education is part of a larger phenomenon known as the ‘new humanism’ and "portrays one of the most exciting developments coming

Also, some computer-assisted language (CALL) software applications were introduced in the form of drill-and-practice (Cunningham, 1998). There is a general consensus that computer mediated language learning aids students to develop both their receptive and productive skills. Warschauer (1997) contends that CALL helps learners use language in different authentic situations. In the same line, Furstenberg (1997) asserts that CALL is a tool which enhances interaction among learners. Kelm (1998) mentions that CALL can help language learners use language in authentic situations, promotes learner interaction, provides them with feedback on their mistakes and errors, and allows communication and socialization between them.
As to research studies on reading skill development, great attention has been given to vocabulary learning in the realm of CALL (Conrad, 1996). Therefore, computer assisted language learning is a factor which may affect vocabulary learning of EFL students. Considering the importance of the role of CALL in second language acquisition and in this particular case vocabulary learning, the present study was an attempt to investigate the role of CALL on the vocabulary learning of Iranian intermediate EFL

With the advent of the Internet, the computer – both in society and in the classroom – has been transformed from a tool for information processing and display to a tool for information processing and communication. According to Warschauer and Healey (1998), for the first time, learners of a language could communicate inexpensively and quickly with other learners or speakers of the target language all over the world. This communication can be either synchronous (with all users logged on and chatting at the same time) or asynchronous (with a delayed message system such as electronic mail). Finally, with the World Wide Web, learners of many languages have access to an unprecedented amount of authentic target-language information, as well as possibilities to publish and distribute their own multimedia information for an international