Abstract
This paper addresses the extent to which technology-based language resources and tools influence the vocabulary development among University students learning English as a foreign language (EFL). The vocabulary development of 184 undergraduate students at the University of xxxxxxxx (xxxxxxx) is studied in terms of the growth of their receptive vocabulary size as well as their use of vocabulary learning strategies (VLS) across three years, and any possible correlation between this development and the use of technology is analysed. Findings reveal that for the majority of the population, the highly frequent use of multimedia tools was largely confirmed; however, for most students there was no significant correlation between the use of such resources and the growth pattern of their vocabulary knowledge. Only the low-intermediate students who had just joined the university were the exception, as their use of Internet to search for information or to communicate with others seemed to be significantly correlated to their vocabulary development. These findings have interesting implications for the classroom as they show the high potential of technology-based resources in developing vocabulary especially in environments in which English is taught as a foreign language (FL), and used only in classroom contexts. Learners appear to be "connected" enough and avid of technology based tools; however, they seem to need assistance from instructors to maximize the positive support of such tools on their language learning in general and vocabulary development in particular.
Highlights
Teaching vocabulary at university level is quite challenging, especially in an English as a foreign language (EFL) environment like Algeria in which exposure to the target language is usually restricted to the classroom
One of the tools which can be used to provide more exposure to the target language (TL), better opportunities to practice it, as well as varied sources for vocabulary learning is the use of multimedia
Despite the fact that these courses cover the vocabulary element of the target language in its different forms and give the students an overview of the language learning strategies they can make use of to maximize their learning, there is no specific strategy training within the curriculum that teaches students ways to cope for insufficient vocabulary knowledge through autonomous lexical learning
Summary
Teaching vocabulary at university level is quite challenging, especially in an EFL environment like Algeria in which exposure to the target language is usually restricted to the classroom. The fact that the number of students in the classroom is usually quite large may lead to limited participation and language practice. Technology-based resources can support learners’ autonomy in language learning in general by giving them the possibility to take control of their own learning and use their strategic competence. Such resources are believed to activate learners’ cognitive and metacognitive awareness [1]
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