This quasi-experimental research aimed at investigating the effects of two different modes of worksheets on the vocabulary learning of Iranian young EFL learners. Some 20 male and female learners enrolled in a language institute in Chabahar agreed to participate in this study. Then, they were randomly divided into two experimental groups, and a vocabulary test was administered before the treatment as the pre-test. This pre-test was administered to determine the learners’ vocabulary knowledge and check their homogeneity. During the treatment, learners in Paper Worksheet Group (PWG) learned new words via paper worksheets, while the learners in Online Worksheet Group (OWG) learned vocabulary items via online worksheets. At the end, all the participants took a vocabulary post-test, which was the same as the pre-test. A paired sample t-test and an independent sample t-test were run, the results of which revealed that the PWG outperformed the OWG. More precisely, paper worksheets had a significant impact on young EFL learners’ vocabulary learning. Using worksheets, teachers can create a relaxed, challenging, and fun atmosphere so that young EFL learners can learn complex vocabulary items through active and multi-dimensional learning. پرونده مقاله

Millions of users worldwide nowadays use Machine Translation (MT) systems such as Google Translate (GT). The present study aimed at investigating the effects of using GT in class activities on the vocabulary development and phraseology of Iranian ESP learners. To this end, after assuring the homogeneity of the students, 60 ESP learners majoring in Persian Language and Literature and Physical Education and Sports Sciences were selected and randomly assigned to two experimental groups. After administering the pretest, the students in the first experimental group (Only-Dictionary) used available dictionaries but those in the second experimental group (Dictionary plus Google Translate) employed both GT and available dictionaries. As for homework, the participants were asked to translate a passage from their textbook for the following session. The students were given feedback on their translations so that they could understand their weaknesses and strong points. Ultimately, the posttest was administered which indicated that both groups improved in their vocabulary knowledge and equivalent-finding skill. However, the mean score for the Dictionary plus Google Translate group students was significantly higher than that of the Only-Dictionary group. As for phraseology, there was not a significant difference between the two groups. پرونده مقاله