Moodle Implementation for L2 Vocabulary Development and Retention: The Effects on Extroverted vs. Introverted Iranian Intermediate EFL Learners

Abstract

Despite all the studies conducted on second/foreign language (L2) vocabulary, most L2 learners suffer from deficiency in their vocabulary development and retention. One of the probable reasons behind this specifically in Iranian EFL context is that less implementation of new technologies such as CALL and Virtual Learning Environments (VLEs). Because the use of new language learning technologies is likely related to learner variables and personality differences, the present study attempted to examine the use of Moodle as an effective type of VLE on 90 introverted vs. extroverted EFL learners' vocabulary development and retention. Myers Briggs Type Indicator (MBTI), researcher-made and validated vocabulary tests used as pretest, posttest, and delayed posttest were employed for data collection. The application of two-way ANOVA indicated that Moodle had a significant positive effect on L2 vocabulary development and retention. However, introversion/extroversion personality factor could not moderate the effect of Moodle on vocabulary learning and retention. The interaction effect of the two independent variables on vocabulary development and retention was not significant as well. Study findings suggest that EFL practitioners and learners can employ Moodle as an effective VLE for L2 vocabulary achievement and retention.