The Impact of Technology-Enhanced Vocabulary Learning Strategy Training on Reading Performance

Abstract

Recently, there has been a growing enthusiasm for the impact of vocabulary learning strategies (VLSs) on students’ learning outcomes. This interest stems from the fact that most learners exhibit considerable difficulties in the comprehension and retention of language vocabulary, which really impedes their language proficiency in a variety of language aspects such as reading comprehension. By the same token, technology-enhanced learning has significantly caused a paradigmatic shift in the educational landscape as it offered learners unparalleled opportunities that could positively contribute to their educational success.  Therefore,   the current study aimed to examine the transformative effect of technology-enhanced vocabulary learning strategy training on reading performance of Moroccan high school students. Aiming toward this purpose, a quasi-experiment with a pretest-posttest non-randomized control-group design has been orchestrated to evaluate outcomes. The sample of the study encompassed two pre-formed intact classes.  One of the classes was assigned as an experimental group (n = 30) and the other one as a control group (n = 30). To determine whether there was any significant difference between the two groups, the independent samples t-test was employed. The results revealed that participants in the experimental group outperformed their counterparts in the control group with respect to overall reading performance. The results also showed that participants in the experimental group achieved higher mean score in manifesting the ability to comprehend and identify meaning of the unknown vocabulary presented in the reading passage. However, the results disclosed that the two groups displayed equal performance in terms of showing ability in understanding facts and ideas stated in the reading text. Based on the findings, some pedagogical implications are discussed.