摘要：AbstractThis paper is a follow up to a previous study (Kamberi, 2009), in which applying a combined quantitative and qualitative approach, content analysis (Silverman, 2006) to identify themes biases and meaning, students’ attitudes towards CALL environment and classroom instruction in the study of idioms were investigated. An initial quantitative analysis, applying cross tabulation, established a joint distribution of the two independent variables, classroom instruction (CI) and computer assisted instruction (CAI) against the outcome of a final test. Content analytical procedures were then applied to student journals to confirm the descriptive and inferential statistics previously established. Results from the quantitative section of the study did not show significant difference between computer assisted and classroom instruction. In an effort to perceive the retention rate of that study, the study was repeated with a small sample, of the same available students, applying the same approach, but without the journals, in the year 2010/2011.
