Using podcast and moodle in teaching vocabulary to EFL
learners
Bahman Gorjian
Department of TEFL, Abadan Branch, Islamic Azad University, Abadan, Iran
*bahgorji@yahoo.com
Abstract-The present study aimed at clarifying the probable effect of Podcast versus Moodle as Web-based Language
Learning approaches on vocabulary development of Iranian Pre-intermediate EFL learners. Three classes were randomly
assigned to two experimental groups of Podcast, Moodle, and a control Group. All the subjects were required to answer the
vocabulary questions for the post-test. During the course of study the participants worked on vocabulary lessons provided by
their own conventional book in control group and those provided by Podcast and Moodle websites in experimental groups.
In Experimental groups, students were given glossed words during reading texts while in control group students just received
paper-based instruction. It came to be known that the Podcast group outperformed the other groups while the Moodle group
outperformed the control one (p<.05).
Key words-Podcast; moodle; vocabulary development
1. INTRODUCTION
Vocabulary teaching and learning is a time
consuming effort in traditional approaches such as
looking up the meaning of new in the printed
dictionaries. It has been increasingly argued that
computer technologies can support learning in a
number of ways and facilitate learning processes
(Gorjian, 2008). Teaching vocabulary through
Computer-Assisted Language Learning (CALL)
activities has been popularly used in English as a
foreign/second language learning (EFL/ESL)
contexts (Lynn & Zimmermann, 2005; Son, 2008).
Many features of the computer are considered to
enhance vocabulary development and reading
comprehension. Multimedia is one of them which
refer to computer-based systems that use various
types of content, such as text, audio, video,
graphics, animation, and interactivity. The key
concepts of multimedia are thus 'computer-based'
and 'interactive' transactions (Busch, 2003).
One of the recent ways in making texts more
comprehensible to students is to use computerized
Podcasts and Moodle as Web-based language
Learning (WBLL) approaches (Zhang, Wu, Wei &
Wang, 2011). According to Lomicka (1998),
Podcasts and Moodle, which are “typically located
in the side or bottom margins of a page, are most
often supplied for unfamiliar words, which may
help to limit continual dictionary consultation that
may hinder and interrupt the second language (L2)
reading comprehension process” (p. 42).
Teaching vocabulary through CALL activities has
been popularly used in English as a foreign and
second language learning contexts (Son, 2008).
CALL as a multidimensional computer tool has
been practiced by language teachers to facilitate
learning and teaching processes (Cummins, 2008a).
It provides an integrative network tool utilize in
any teaching classroom all around the globe.
Decarrico (2001) claims “Vocabulary learning is
central to first and second language acquisition and
specialists now emphasize the
need for a
systematic and principled approach to vocabulary
by both teachers and learners”( p. 285).
The present study is to discover the nature of
computers, interactive instruction TV, and other
devices. Either the number of learners or the
amount of time learners apply the technology must
be increased substantially to approach the concept
of cost-effectiveness (Gorjian, Pazhakh & Parang,
2012). There is other quicker and less expensive
ways of reducing costs, no matter how inexpensive
the technology being used (Gorjian, Pazhakh &
Naghizadeh, 2012). This study attempts to examine
the effectiveness of two modes of online
annotations (Podcasts and Moodle) on the
vocabulary learning of pre-intermediate EFL
students.
2. REVIEW OF LITERATURE
This chapter reviews the literature related to
pedagogical methods for vocabulary acquisition
and offers an overview of the short history of
CALL programs and learning vocabulary. The
study will discuss the learning vocabulary through
CALL programs, and benefits and advantages of
CALL for vocabulary acquisition and reading
comprehension. According to Lomicka (1998), the
concept of glossing “dates back to the Middle Ages
when students struggling with a foreign text,
usually Latin, produced them as they moved along
during the reading process” (p.41).
Using
appropriate presentation methods enables learners
to obtain a deeper impression of and richer
information about the target words to make them
enter the long-term memory easily (Zhang, 2008).
Cognitive psychologists and language acquisition
scholars working within the framework of
cognitive psychology believe that retention and
recall of information is determined by the way in
which this information is processed (Hulstijn &
Laufer, 2001).
Computers have been used for language teaching
ever since the 1960's. According to Warschauer
(2008), this 40-year period can be divided into
three
main
phases:
behaviorist
CALL,
communicative CALL, and integrative CALL.
Each phase corresponds to a certain level of
technology and certain pedagogical theories.
Several studies using computer-mediated texts with
glossaries demonstrated the positive effects of
electronic glossaries on vocabulary learning or
reading comprehension. Reinking and Rickman
(1990), for example, investigated whether
intermediate-grade readers' vocabulary learning and
comprehension would be affected by displaying
texts on a computer screen that provided the
meanings of difficult words. The results indicated
that subjects who read passages with computer
assistance scored significantly higher on a
vocabulary test, and subjects who read passages on
the computer screen with mandatory assistance also
outperformed other subjects on a comprehension
test. Reinking and Rickman (1990) concluded that
reading comprehension can be increased when
computer-mediated texts are used to expand or to
control options for acquiring information.
Vocabulary knowledge is an important element in
second language (L2) acquisition. By learning new
words, students can increase their listening,
speaking, reading and writing. Vocabularies can
improve comprehension and production in L2.
Students may increase vocabulary knowledge
formally in the classroom and informally through
communication with others and through out of
class activities. Many instructional strategies were
devised and utilized by language teachers to
develop the general and academic vocabulary of
the students. For example, Woodard (1998)
suggested some strategies for teaching vocabulary.
Those included teaching word origins and
structural
analysis,
using
semantic
mapping/webbing, showing students how to attack
analogies, reading aloud, dramatize, showing
students how to use the dictionary, using cloze
sentences, and using computer programs.
Moreover, different forms of technology are being
integrated into the teaching and learning of
vocabulary. A review of the vocabulary literature
has shown that specially designed software, a
tutorial computer-assisted language learning
program, concordance, online lessons, animated
texts, use of multimedia contexts, interactive multimodal materials, online dictionaries, e-books and a
hypertext/hypermedia environment were used to
teach L2 vocabulary.
Teaching vocabulary through CALL activities has
been popularly used in English as a foreign and
second language learning contexts (Son, 2008).
CALL as a multidimensional computer tool has
been practiced by language teachers to facilitate
learning and teaching processes (Cummins, 2008a).
It provides an integrative network tool utilize in
any teaching classroom all around the globe.
Decarrico (2001) claims “Vocabulary learning is
central to first and second language acquisition and
specialists now emphasize the
need for a
systematic and principled approach to vocabulary
by both teachers and learners”( p. 285).
One of the ways which could help the learners to
encounter few problems in the future (when there is
no more vocabulary teaching in the class) is to find
a way by which the learner takes the responsibility
for his/her learning. In other words, the autonomy
of the learner plays a crucial role in language
learning and vocabulary learning in particular.
According to Moras (2001), "the most important
aspect of vocabulary teaching for advanced learners
is to foster learner independence so that learners
will be able to deal with new vocabulary items and
expand their vocabulary beyond the end of the
course" (p. 3).
Computer is a great instructional component not
only for vocabulary instruction, but also for reading
comprehension. This positive effect concerned with
reading comprehension comes, according to Busch
(2003, p. 278), from the great advantage that online
readers have over traditional printed readers: the
possibility to enhance computerized texts with
glosses in computer format. This is probably the
reason why most studies dedicated to a computerbased approach to reading have focused on the
usefulness of glosses in different formats to
increase reading comprehension and vocabulary
retention.
This study revealed that CALL-based vocabulary
learning was effective more for the students of the
lower level than for those of the upper level.
However, their perceptions were quite preferable
and there were no significant differences between
the two groups. Moreover, their perceptions
remained for two semesters, suggesting that this
CALL-based vocabulary learning will help them to
be autonomous learners. However, some problems
remain.
3.METHOD
3.1. Participants
The study was conducted in Islamic Azad
University of Abadan. Ninety EFL learners were
selected out of 120 learners. Three classes were
chosen based on a Placement test (Richards'
Interchange Language Placement Test, 2007)
whose reliability value of this test was calculated
through KR-21 formula, and then 90 male and
female learners whose scores were one standard
deviation above and one standard deviation below
the mean were selected as a homogeneous group.
Then they were divided into three groups whose
level was indicated as pre-intermediate. Each group
included 30 subjects who were divided into Podcast
group, Moodle group, and Control group.
dealt with the conventional course book and did not
use any software, while other groups reviewed each
type of gloss, textual, pictorial, or textual pictorial,
as the definition for the words. During eight
sessions of instruction under supervision of the
instructor, 90 minutes each, eight passages were
worked, and then the post-test was administered.
To the reading passage on the CDs downloaded
through web pages either test, 30 minutes were
devoted, 15 minutes to each activity. As they were
engaged in reading the text, they could consult their
respective WBLL materials by placing the mouse
pointer on the highlighted words and the instructor
supervised their activities.
In the last section, an immediate post-test was
administered by the researcher based on the
materials taught in the classroom to assess the
effect of the teaching vocabulary in three groups. In
order to determine if course book, Podcasts and
Moodle have any impact on learners’ vocabulary
learning, the collected data were analyzed by using
One-way ANOVA to show the mean differences
between the groups.
3.2. Instrumentation
In the present survey, three tests were used:
Interchange Language Placement Test (Richards,
2007) was used as the homogeneity test to test the
level of proficiency among the learners in order to
determine the learners’ proficiency level and divide
the sample population into three groups, it included
50 multiple choice items and its reliability value
was calculated by KR-21 formula as (.78). A pretest was designed based on the material learned
during the period of treatment. It included 40
multiple choice items focusing on vocabulary of
the text. Its reliability value was calculated
thorough KR-21 formula as (.82). The modified
pre-test version was used as the post test at the end
of the period of treatment. Its reliability value was
computed through KR-21 formula as (.79).
3.3. Materials
The reading passages which were used in this study
were selected based on the reading text presented in
the website of Podcast and Moodle. They were
printed as eight reading texts of the same materials
used for teaching vocabulary to Podcast and
Moodle groups. The conventional method of
teaching vocabulary was taught in the class of
control group. So, control group experienced the
paper based instruction. Hence, eight passages were
selected based on systematic random sampling.
Therefore, the even units were selected to be taught
after a session for introduction and pre-test
administration at the beginning of the class.
Podcast and Moodle materials were extracted and
adopted from the web-sites searched in the Google
search engine. The vocabulary web pages were
chosen out of the two web-sites. The Podcast and
Moodle materials included extra glosses such as
pictorial, animation, and audio-visual materials.
4. RESULTS
In this study, all the data came from the scores of
the pre-test and the post-test which are two sets of
vocabulary exams which were rated by the teacher
based on the vocabulary level. One-way ANOVA
was adopted as the instrument in this research. Its
purpose is to find out the difference between the
subjects on the pre-test and post-test.
All the post-test papers were corrected by the
instructor (researcher) in order to examine the
reliability of rating of the teacher, 20 independent
ratings of the above mentioned vocabulary exams
were selected and rated at a later time in different
order. The Intra-rater reliability was estimated and
revealed to be .91, which indicates a high
reliability.
The first One-way ANOVA was administered to
determine whether there was any significant
difference between the three groups with regard to
their vocabulary level at the outset of the study.
The test was also used as a base to estimate the
improvement of each group by comparing it with
the post-test. The result of the test is as follows:
3.4. Procedure
Three classes were chosen after administrating a
homogeneity test. Three groups of control, Podcast,
and Moodle were assigned to participate in the ten
sessions, eight sessions for instruction, one session
assigned for pre-test, and one session assigned for
post-test. Students in Podcast and Moodle groups
were divided into teams of three and each team
could use one computer. So, both Podcast and
Moodle groups included ten teams. Control group
Table 1. The results of the One-way ANOVA on the pre-test
Sum of Squares
df
Mean Square
F
Sig.
.766
.468
Between Groups
75.356
2
37.678
Within Groups
4279.133
87
49.185
Total
4354.489
89
As the data indicate, the P is .468, which is far
above the .05 level of significance. Since observed
F (.766) is less than critical F (3.118), the
difference between the groups is not significant.
Therefore, there were not a significant difference
among the participants of the three groups on the
pre-test; and therefore, they are homogeneous. The
results of the pre-test revealed no significant
difference between the scores of the three groups.
The second One-way ANOVA was used to see how
well the three groups did on the post-test, whether
there was any difference between means of the
three groups after the treatment, and which of the
three groups performed better on the post-test. The
following is the result of the One-way ANOVA for
the post-test:
Table 2. The results of the One-way ANOVA on the post-test
Sum of
df
Mean Square
F
Squares
Between Groups
479.289
2
239.644
Within Groups
6323.333
87
72.682
Total
6802.622
89
As the data indicate in Table 2, there are significant
differences between the Moodle, Podcast, and the
control groups. There is a significant difference
between Podcast group and Moodle group. The
interaction effect between Podcast and Control
group is more significant than the other groups. It
means the Podcast group outperformed Moodle and
Control groups.
5. DISCUSSION AND CONCLUSION
Since the results indicated that there was a
significant improvement in the Podcast and Moodle
groups and the level of significance between the
groups was low enough at 0.05; therefore, the first
null hypothesis stating that Podcast and Moodle
approaches do not affect EFL learners’ vocabulary
achievement is rejected. Based on the results of this
study the participants of the experimental groups
who enjoyed the experience of Podcast and Moodle
approaches performed better than those of the
control groups who were just suggested to use their
course books during the treatment.
Son (2008) mentions a number of advantages to
Podcast and Moodle software programs which were
mentioned and listed in previous chapters. A
research carried out by (Boers, Eyckmans, &
Stengers, 2004; Abraham, 2008) provided evidence
of an overall beneficial role for computer mediated
text glosses providing lexical support on
comprehending authentic second language (L2)
readings and learning vocabulary. Nation (2001)
also asserts that electronic glossing is widely
acknowledged as a suitable method for supporting
learners while reading academic texts in a foreign
language. Wiemeyer (2003) reviewed nine metaanalyses of earlier and different multimedia issues
and suggested that multimedia learning can be
more effective and efficient than traditional
learning.
The present study indicates that Iranian EFL
learners can enhance their vocabulary development
significantly through having enough exposure to
web-based language learning (Zhang & Wu, 2008,
2011a, 2011b). During the treatment, the
participants of the experimental groups were so
enthusiastic and motivated, paying enough
attention to the new presented materials. Since the
3.297
Sig.
.042
students of experimental groups were actively
involved in the classroom, it was more effective in
embedding vocabulary into their long-term
memory. Applying Podcast in teaching lexical
items created a stimulating environment for
participants of the study to intensify their
comprehension of the situations in which
vocabulary were presented (Gorjian, Alipour &
Saffarian, 2012).
Language teachers are suggested to supply their
students with enough information about the
privileges of using computer technologies,
introducing the most frequent encountered websites
in improving vocabulary items (Zhang, Wang, Wu
& Huo, 2011). It is hoped that applying Podcast
and Moodle approaches in which the vocabulary
are presented can help to convey the meaning of
the lexical items. Since this study manifested that
explicit instruction was useful for pre-intermediate
learners of English, it is recommended that in terms
of vocabulary development, language teachers
explicitly instruct their pre-intermediate language
learners in the use of these newly developed
approaches.
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Vitae
Bahman Gorjian obtained his PhD in TEFL from Research and
Science Center of Khurasgan University in Isfahan Province. In
2006, he was appointed Assistant Professor at TEFL
Department, Abadan Branch, Islamic Azad University, Abadan,
Khouzestan Province, Iran. He is currently working within
several research areas covering TEFL, applied linguistics,
psycholinguistics, individual differences and testing EFL. He
can be reached at:
bahgorji@yahoo.com
Cell phone: 00989161310917