Improving EFL learners’ Phrasal verb proficiency through Synchronous, Asynchronous, and Blended Computerized Instruction

Educators agree that Computer Assisted Language Learning (CALL) can be a valuable learning tool for students to apply it in learning. Recently, the integration of computers in language education has been greatly supported. Advances in network technologies led to the emergence of virtual worlds to facilitate asynchronous (offline) and synchronous (online) and communication between users. The purpose of this study was to investigate the Impact of Synchronous, Asynchronous, and Blended Computerized Immediate Instruction on Learning Phrasal Verbs and does proficiency level matter or not. For this purpose, a homogenous sample of 120 students who were selected from among 150 pre-intermediate and intermediate students based on their PET total score were selected and divided into three experimental groups and one control group. Three experimental groups received treatment through the use of computers in three different ways. Control group received the materials using the text book. At the end of the study, a phrasal verbs posttest was administered and the results indicated that learners in the control group benefited more than those who were in three experimental groups. Therefore, it could be concluded that although the use of synchronous, asynchronous, and blended have significant impact on EFL learners phrasal verbs learning but F2F approach is more effective.

کلیدواژه ها:

synchronous learning ، asynchronous learning ، blended learning ، Phrasal verbs