Abstract
This paper focuses on whether computer technologies could help to create a better learning environment for FL vocabulary learners in China, activating their utilization of various vocabulary learning strategies and thereby enhancing self-directed vocabulary learning (SDVL). A vocabulary learning system called Learning Vocabulary In Domain was developed especially for this research purpose. In the judgmental analysis, students’ satisfaction levels to the vocabulary learning conditions under the computer-based mode and paper-based mode were statistically compared and discussed. As a result, the CALL mode was more favorable to the students during their self-directed learning. The superiority of CALL was further reinforced by the empirical analysis of comparing the students’ vocabulary performances under the two learning modes.
Highlights
Vocabulary knowledge is one of the most important factors in achievement for FL learners
According to a study on Chinese college students’ self-directed vocabulary learning (SDVL) (Wu, 2011), 68% of the students declared that the time they spent on vocabulary learning out of class was more than double that spent in class
Research (e.g., Liu & Zhang, 2005; Wang, 2002; Wu & Wu, 2008; Xu, Peng, & Wu, 2004) indicates that Chinese college students depend too much on their teachers, are used to being passive recipients, and lack autonomy
Summary
Vocabulary knowledge is one of the most important factors in achievement for FL learners. Long-term word retention is hard to achieve, to say nothing of good word transfer This way of learning vocabulary in self-direction is most likely to result in a decrease of both learning interest and efficiency. With the rapid development of computer technology, CALL has been widely applied in both FL teaching and learning It has shown great potential in the field of vocabulary learning in terms of three computer roles, i.e. tutor, tool and medium. Its unique features such as providing numerous authentic resources conveyed with texts, images, audios and videos, immediate feedback, on-hands learning tools and authentic online interactions are considered favorable to both learning efficiency and learner autonomy. The application of CALL is expected to facilitate the compilation of various vocabulary learning tasks to promote students’ utilization of various vocabulary learning strategies through the advancement of learning conditions and enhance self-directed vocabulary learning
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