The impact of implementing the Computer-Assisted Language Learning (CALL) approach using the Nearpod platform in improving phrasal verbs vocabulary among adult learners at the virtual institute Centro de Matemáticas e Idiomas Segura in San Isidro de Alaju
Palabras clave:
call, nearpod, phrasal verbs, vocabulary, interactive learning
Resumen
This study investigates the impact of implementing the Computer-Assisted Language Learning (CALL) approach using the Nearpod platform to improve phrasal verb vocabulary among adult learners at Centro de Matemáticas e Idiomas Segura (CMI Segura) in San Isidro de Alajuela during the third quarter of 2024. The study involved 25 adult participants and employed a mixed-methods approach, including a pre-test, two observation checklists, a questionnaire, and a post-test. The pre-test results highlighted a need for focused practice in phrasal verbs, confirming initial knowledge gaps among learners. Following the intervention, the post-test demonstrated a notable improvement, with 75% of participants meeting the targeted proficiency level. Observations confirmed high engagement and autonomy, with the Nearpod platform facilitating immediate feedback and interactive learning. The results suggest that Nearpod, as a CALL tool, effectively enhances engagement, promotes vocabulary acquisition, and supports diverse instructional approaches. The study highlights the importance of contextual and autonomous learning in mastering complex vocabulary, aligning with recent CALL research. Recommendations include incentivizing attendance, fostering student autonomy, introducing phrasal verbs prior to CALL-based activities, and expanding sample size in future studies to strengthen findings.
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International Journal of Language Education, 4(1), 96–112. https://doi.org/10.26858/ijole.v4i2.10560
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Retrieved from
https://www.researchgate.net/publication/329715052_CHAPTER_FIVE_RESEARCH_DESIGN_AND_METHODOLOGY_51_Introduction_Citation_Lelissa_TB_2018_Research_Methodology_University_of_South_Africa_PHD_Thesis
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Proceedings of the 2015 3rd International Conference on Management Science, Education Technology, Arts, Social Science and Economics. https://doi.org/10.2991/msetasse-15.2015.217
Mirani, J. I., Lohar, S. A., Jat, A. R., & Faheem, M. (2019). A review of Computer-Assisted Language Learning (CALL): Development, challenges, and future impact. Education and Linguistics Research, 5(1), 37. https://doi.org/10.5296/elr.v5i1.14515
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Naik, A. S., Kathavate, P. N., & Metagar, S. M. (2022). Nearpod: An effective interactive ICT tool for teaching and learning through google meet. IOT with Smart Systems, 269–276. https://doi.org/10.1007/978-981-16-3945-6_26
Naumoska, A., Rusevska, K., Blazhevska, A., & Stojanovska, M. (2022). Nearpod as a tool for increasing students’ motivation for learning chemistry. International Journal of Education and Learning, 4(1), 89–99. https://doi.org/10.31763/ijele.v4i1.616
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Ngoc Tu, T. P., & Thao, T. Q. (2019). The use of phrasal verbs in English language research proposals by Vietnamese M.A. students. VNU Journal of Foreign Studies, 35(4), 114–
129. https://doi.org/10.25073/2525-2445/vnufs.4399
Nisma, A. (2016). The Use of Vocabulary-Games in Improving Children’s Vocabulary in English Language Learning, 12(1). https://media.neliti.com/media/publications/197194- EN-the-use-of-vocabulary-games-in-improving.pdf
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Premise : Journal of English Education and Applied Linguistics, 10(1), 101–123. https://ojs.fkip.ummetro.ac.id/index.php/english/article/view/3565/pdf
Ozfidan, B., & Burlbaw, L. (2020). Teachers’ perspectives and attitudes towards computer- assisted language learning (CALL). Revista de Cercetare Si Interventie Sociala, 71, 9–24. https://doi.org/10.33788/rcis.71.1
Pateşan, M., Balagiu, A., & Zechia, D. (2019). Vocabulary acquisition. International Conference KNOWLEDGE-BASED ORGANIZATION, 25(2), 300–304. https://doi.org/10.2478/kbo-
2019-0098
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Phrasal verbs. LearnEnglish. (2024, May 22). https://learnenglish.britishcouncil.org/grammar/b1-b2-grammar/phrasal-verbs
Pokrivčáková, S. (2014). Call and teaching grammar. CALL and Foreign Language Education: E-Textbook for Foreign Language Teachers, 38–41. https://doi.org/10.17846/call.2014.38-41
Polat, M. (2017). Call in context: A brief historical and theoretical perspective. Issues and Trends in Educational Technology, 5(1), 17–23. https://doi.org/10.2458/azu_itet_v5i1_polat
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Publicado
2025-04-02
Cómo citar
Molina Sánchez , L., & Arguedas Carballo, Y. (2025). The impact of implementing the Computer-Assisted Language Learning (CALL) approach using the Nearpod platform in improving phrasal verbs vocabulary among adult learners at the virtual institute Centro de Matemáticas e Idiomas Segura in San Isidro de Alaju. Ciencia Latina Revista Científica Multidisciplinar, 9(2), 1060-1078. https://doi.org/10.37811/cl_rcm.v9i2.16932
Número
Sección
Ciencias de la Educación
Derechos de autor 2025 Luciana Molina Sánchez , Yanory Arguedas Carballo
Esta obra está bajo licencia internacional Creative Commons Reconocimiento 4.0.
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