Technology and Self-Efficacy Interaction: A Study of Iranian Senior High School EFL Learners’ Vocabulary Improvement

This study mainly aimed at scrutinizing the effect of technology use (computer assisted language learning)on Iranian grade ۱۰th senior high school EFL learners’ vocabulary improvement and whether or not it had anysignificant impact on learners’ general self-efficacy. It also examined any significant relationship between learners’use of CALL and their general self-efficacy. In doing so, students of two intact ۱۰th grade classes in state exemplaryhigh schools in Kazerun, Fars were recruited to take part in this experiment. The classes were randomly assigned toexperimental and control group learners. Both groups took part in a vocabulary pre-test and completed the generalself-efficacy questionnaire. The students in experimental group experienced vocabulary learning by using computerassisted learning activities. After the treatment, the vocabulary test, which was parallel to the pre-test and the samegeneral self- efficacy questionnaire were administered to both groups to determine their achievement afterintervention. The data were finally analyzed through independent sample t-test, paired sample t-test, Correlationcoefficient, and ANCOVA. The results indicated that CALL was more effective on vocabulary learning than thetraditional method. Also the results of general self- efficacy survey indicated that CALL had a significant impact onthe learners’ general self- efficacy. Besides, the correlation analysis of data revealed that there was a significantcorrelation between the two variables. Generally, it was found that CALL could help the learners improve their selfefficacyin vocabulary mastery and enhance vocabulary learning.

کلیدواژه ها:

Vocabulary learning ، Technology assisted learning ، Computer assisted language learning (CALL) ، General selfefficacy.