effects of computer-assisted language learning (call) and different interaction patterns on vocabulary development of efl learners

Research on the integration of computer-assisted language learning (call) in efl contexts has witnessed a significant advance due to the modern changes in language education and technology over the last decades. the attempt is made to assess the effects of call on vocabulary development of intermediate efl learners through the three interaction patterns: 1) pair-work interaction, 2) small-group-work interaction, and 3) individual content. a total of 100 male and female iranian efl learners were selected through convenience sampling and assigned to three experimental and one control group, each consisting of 25 learners. oxford quick placement test was taken to assure the homogeneity of the participants. then a multiple-choice vocabulary test was taken as a pretest. the three experimental groups learned vocabulary through memrise desktop software with three different interaction patterns, while the control group learned the same through the conventional pattern. a reshuffled version of the pretest constitutes the subsequent posttest. the results of the comparison between all pretests and posttests indicated that there was a significant difference between the vocabulary scores of the pretest and the posttest for all, indicating the efficiency of these treatments. it was revealed that pair work was slightly more effective than small-group work and that these two types of intervention were more effective than individual-content interaction, where the latter was more effective than conventional instruction. the pedagogical implications of this study for efl teachers and learners are presented.