Abstract
ABSTRACT Although computer-assisted vocabulary acquisition tools have been widely applied to English as a foreign language learning, the kinesthetic and tactile potential of such tools has not been fully utilized. Embodied cognition suggested that the change of practice modality (from handwriting to keyboarding), involves different sensory-motor experiences and arguably influences language learning result. The present study is a quasi-experiment investigating the effect of using keyboard-based computer application on English vocabulary acquisition in a naturalistic vocational school setting. Over the course of an academic year, the experimental group (N = 35) used the application to practice English words, whereas the control group (N = 34) practiced words through traditional approaches (listening, reading and writing). The results indicated that the participants using keyboarding application achieved significantly higher vocabulary learning performance than the control group. The attitude questionnaires and interview data also exhibited enhanced interest, motivation, and engagement for the experimental group participants.
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