Fostering receptive vocabulary development of kindergarten children with the use of Information and Communication Technologies (ICT)

The aim of the present study was to compare the impact of two different didactic techniques, blended teaching and teaching by the exclusive use of ICT, on preschool children’s vocabulary development. Additional aim of the present study was to investigate whether the impact of the two didactic techniques is differentiated by several language and non-language factors. The sample consisted of 48 children aged 5–6 years old. The experimental design of the present study included two experimental groups and a business-as-usual control group. In the first experimental group, the blended learning approach was implemented combining face to face and ICT assisted activities for teaching vocabulary. In the second experimental group, vocabulary teaching was accomplished by the exclusive use of ICT. In the business-as-usual control group children participated in curriculum activities anticipated by the typical education program of the kindergarten. Children were pretested and posted for target word knowledge with a researcher designed measure. The results showed that both didactic techniques had a positive impact on young children’s vocabulary development. These outcomes point to the value of using ICT, especially tablet games, for vocabulary instruction in early childhood classrooms. The present study implies that appropriate scaffolding provided in practices using ICT is a teaching recommendation that needs to be adopted to reach the goal of effective vocabulary instruction.