English language has been riddled with many problematic words like homonyms, which are worth investigating. Also, due to the immense and tremendous revolution in technology, the medium of computer is applied in every aspect of human life, and language learning field is not exempted from this axiom. Therefore, the present quasi-experimental research was developed in Iran language institute (ILI) with 64 young female elementary learners to determine the impact of homonyms instruction on their vocabulary development and retention. After signing the assent form, four intact classes of 9-10 year-old learners were given a proficiency test to be homogenized. They were assigned into two groups of Call-Mediated, and Traditional ones. Both groups enjoyed the concurrent and simultaneous homonyms instruction, while the former one favored the medium of computers in their process of second language (L2) learning. The results obtained from the vocabulary achievement test (VAT) demonstrated that although both groups yielded a significant improvement in their vocabulary development phase, the participants in the Traditional group outperformed their counterparts in the Call-Mediated one. Moreover, after implementing the delayed post-test, findings manifested that in both groups learners' vocabulary retention was hindered significantly; besides, analysis portrayed the superiority of the Call-Mediated method regarding learners' long-term vocabulary retention and recall. Thus, the current study shed light on the area of vocabulary learning and suggested some remarkable pedagogical implications for teachers to integrate strategies exploited via computer programs, which captured the interest of learners and provided them with a context and scaffold to learn more efficiently.
