4- Part Abstract

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Dear readers:

What comes below is a general format of a 4-part abstract for an experimental study. This type has no introduction and begins directly with the purpose of the study. It consists of purpose, methodology, conclusion, and keywords. The colored numbers below the abstract show the different parts. I hope you'll find it useful. If there's any comment, you can contact me at: This email address is being protected from spambots. You need JavaScript enabled to view it.

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The Effect of CALL on Vocabulary Learning: A Case of Iranian Intermediate EFL Learners (research topic)

Parviz Maftoon (author’s name)

Department of English, Science and Research Branch,

Islamic Azad University, Tehran, Iran (author’s affiliation)

E-mail: This email address is being protected from spambots. You need JavaScript enabled to view it.(author’s email)

Hadi Hamidi (Corresponding author) in charge of sending the paper

Department of English, Science and Research Branch

 Islamic Azad University, Tehran, Iran

E-mail: This email address is being protected from spambots. You need JavaScript enabled to view it.

Saeid Najafi Sarem

Department of English, Hamadan Branch,

Islamic Azad University, Hamedan, Iran

E-mail: This email address is being protected from spambots. You need JavaScript enabled to view it.

Abstract

1Considering the importance of computer technology, the current study aimed at finding the effects of CALL on vocabulary learning of Iranian intermediate EFL Learners. 2For this purpose, sixty-two intermediate EFL learners, both male and female,aging from 16 to 18, studying New Interchange book 3 at Poya-Simin language institute in Iran were invited to take part in this research. The Oxford Proficiency Test was administered in order to have homogenized participants. Forty homogenized participants were chosen. They were then randomly put into two twenty-member groups. The experimental group was given the vocabulary teaching software (a computer software designed by the researcher for learning vocabularies) and Longman computerized dictionary version 2011. They were also provided with teacher e-feedback through email during the treatment sessions. The control group received no software and vocabularies were taught using the conventional ways with the help of a paper dictionary. A thirty-item vocabulary test was designed out of their textbook. The test was used both as the pre-test and posttest.3By pre-test/post-testcomparison researchers found that learners exposed to vocabulary teaching software and teacher e-feedback plus the computerized dictionary scored higher on the vocabulary test than the control group did. Both high-stake and low-stake holders can avail from the findings of the study.

4Key words: CALL, computerized dictionary, e-feedback, vocabulary teaching software

1= Purpose of the study

2= Methodology

3= Result and conclusion

4= Key words (3-6 words, arranged alphabetically)

Last updated: 31/5/2017

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Prepared by Hadi Hamidi

Ph.D. in TEFL, USR, Tehran, Iran

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