An account of efl learners' vocabulary learning in a mobile-assisted language environment: The case of rosetta stone application

The present study investigates the potential of using the CALL-based platform of Rosetta Stone application and Mall-based platform of Rosetta Stone application for teaching English vocabularies to EFL learners. The current study was carried out on a sample of 60 male Iranian language learners within the age range of 15 to 25 in a private English language institute. Then, they were divided into three groups including technological-based groups (CALL-based group and MALL-based group) and a Classroom-based group (no technology integration). Technological-based groups learned vocabularies through Rosetta stone applications by their mobile and personal computer. On the other hand, the Classroom-based group learned vocabulary via the teacher-fronted platform. One-way analysis of covariance was utilized to compare the mean scores of the three groups. Also paired samples t-test was used to compare the pretest and posttest scores of each group. The results of the present study demonstrated that technological-based groups significantly outperformed the classroom-based group. Also, the findings of this study showed that statistically it could be concluded that the PC-based learning group's development in terms of vocabulary knowledge was indeed better than those of the mobile-based learning group and classroom-based learning group. Overall, the findings of the study supported the effects of technology on learning vocabulary among foreign language learners.