E-Learning as a Means to Enhance L2 Learners’ Lexical Knowledge and Translation Performance

Abstract

As vocabulary learning has a key role in L2, investigating innovative techniques to enhance L2 learners' vocabulary knowledge merits further attention. Thus, this study investigated the effects of e-learning on Iranian intermediate L2 learners' lexical knowledge and translation performance. Fifty-three intermediate L2 learners at Shahrekord University (Iran), selected via convenience sampling, participated in the study. Participants were assigned into 2 experimental (n = 27) and control (n = 26) groups. In the next step, vocabulary and idiom and translation performance tests were given to the participants prior to the treatment as their pretests. One week after the pretests, the experimental group received 12 treatment sessions through Skype. At the end of the study, the posttests (vocabulary and idiom and translation performance tests) were administered to the participants. Then, 2 independent samples t tests were run to see if the participants' lexical knowledge and translation performance had improved as a result of the treatment. Results revealed that e-learning had positive effects on the participants' L2 lexical knowledge and translation performance. In light of the findings of this study, educational policymakers, syllabus designers, and materials developers for lexical knowledge and translation studies are recommended to deem e-learning as an effective element in both academic and upcoming career success.