Comparing the Impact of CALL-based versus Non-CALL-based Methods of Instruction on Reading Comprehension among Iranian Upper-Intermediate EFL Learners

Due to the rapid and new revolutions in language software, the use of Computer Assisted Language Learning (CALL) has increased considerably in the field of education in recent years. However, in Iran CALL is not extensively applied in the field of foreign language learning. With regard to excessive enthusiasm in the utilization of CALL, this study compared the effect of CALL-based versus Non-CALL-based methods of instruction on Iranian upper-intermediate EFL learners' reading comprehension. To do this study, 52 Iranian upper-intermediate EFL learners were selected among 89 students at a private English Language Institute in Isfahan, Iran. Then, the selected participants were randomly divided into two equal groups; CALL-users (n = 26) and non-CALL-users (n = 26) groups. After that, both groups were pretested by a reading comprehension pretest. Then, both groups received the treatment. On group was taught through CALL-based method of instruction and the other group was taught through Non-CALL-based methods of instruction. The treatment took 12 sessions of 50 minutes each under the guidance of the supervisor. After the treatment ended, both groups took the post-test of reading comprehension. The results of paired and independent samples t-tests indicated that the CALL group outperformed the Non-CALL group on the post-test. The results also revealed that there was a significant difference between the post-test of the CALL group and the Non-CALL group. The implementation of Computer Assisted Language Learning (CALL) helped the CALL group to develop their reading comprehension. Finally, implications arising from the findings and suggestions for further research were explained. Keywords: Computer-Assisted Language Learning (CALL), EFL Learner, Reading Comprehension