Computer-assisted Vocabulary Learning Research Articles

The Development of Computer Assisted Vocabulary Learning (CAVL) to Improve English Lexical Retention of Nursing Students

Vocabulary mastery is crucial for nursing students to effectively communicate in English. This study aimed to develop and validate a tailored computer-assisted vocabulary learning (CAVL) intervention to improve nursing students' retention of English lexicon, which is essential for healthcare communications. The CAVL program was designed using the Moodle platform and focused on four thematic units that targeted essential nursing vocabulary. The learning process followed research-based principles of vocabulary instruction, including multimodal introduction, reinforced retrieval, and contextual repetition. This study utilized a research and development methodology to conduct iterative needs analyses, design refinement, and rigorous evaluation protocols. Expert reviews, prototype testing, post-intervention vocabulary tests, and delayed assessments were used to gather data and make data-driven improvements. Quantitative analysis evaluated the effectiveness of this approach for 100 Indonesian nursing students. Vocabulary assessments were administered before, immediately after, and two weeks after the intervention, revealing significant improvements in terminology knowledge following the implementation of CAVL. Importantly, scores remained stable during the delayed assessment, demonstrating durable retention. These results are consistent with previous literature on the benefits of contextual and multimodal vocabulary learning. The CAVL prototype facilitated learning and effectively improved vocabulary retention outside of the classroom. This research provides an adaptable framework for technologically-assisted language mastery, which is essential for the next generation of nursing education. Further studies can explore the application of this framework in allied healthcare fields and the transition to practice in nursing education.

Computer-Assisted Vocabulary Learning for Thai Deaf Students: A Case Study of Sot Suksa School for the Deaf

In a world without sound, learning to communicate, read, write, and expand one’s vocabulary requires a community of expert communicators in sign language. For many deaf individuals in Thailand who are born into hearing-abled families, access to the expert assistance they need to learn communication skills does not begin until their first years of compulsory education. By that time, academically, they are already many years behind their hearing-abled peers. The present study employed an experimental research design to investigate the influence of computer-assisted language learning technology, DeafReader, on the vocabulary skills of deaf students in Thailand. After a six-week intervention, one-way ANOVA analysis showed no significant difference in pre-test and post-test scores between the treatment and control groups. Additional analysis found a significant difference in performance between male and female students. Age differences in the acquisition of foundation language skills between genders were considered to be an influencing factor in the results of this study. The author concludes that students may have lacked the basic language skills needed for technology intervention to be effective. The author recommends examining the effects on an older age group and exploring the use of DeafReader as a learning tool for fingerspelling, sign language, and mapping text to sign.

An Analysis of Current Research on Computer-Assisted L2 Vocabulary Learning

The use of educational technologies to teach a second language (L2) in general, and L2 vocabulary in particular, has mass appeal among computer-assisted language learning (CALL) practitioners. The main objective of the present study is to report the challenges and affordances of technologies used for computerassisted vocabulary learning (CAVL), as described in current literature. A systematic review was conducted, and the results were visualized in a hierarchical data model. Following a rigorous screening process, 97 peer-reviewed articles published from 2014 to 2020 were selected from major related databases. Theoretically, the findings inform researchers about the reported limitations and advantages of computer-assisted L2 vocabulary learning and serve as a road map for future research directions. Pedagogically, the findings provide L2 teachers with an instruction manual to inform their practice, allowing them to benefit from the reported affordances of CAVL and take measures to address the reported challenges.

A taxonomy of user guidance devices for e-lexicography

AbstractThe aim of this article is to give an overview of the nature of current lexicographic user guidance devices and to suggest a possible classification or taxonomy to serve as a guideline for future compilations of such tools to assist users in communicative and cognitive situations, especially in text production, text reception and computer assisted vocabulary learning. The higher levels of the taxonomy are broadly based on the Function Theory of Lexicography. The lower level of tools that support the communicative function describes the nature of the interaction of the user with the tool – interactive, automated linking/checking and automated translation. The lower level of the tools that describe the cognitive function can be further expanded, based on the nature of the cognition e.g. into self-study of corpus-based analyses and computer-aided learning. We expect this work to provide a broader basis for the discussion of this dispersed set of tools, and for a more principled design and development of new ones.

A taxonomy of user guidance devices for e-lexicography

Abstract The aim of this article is to give an overview of the nature of current lexicographic user guidance devices and to suggest a possible classification or taxonomy to serve as a guideline for future compilations of such tools to assist users in communicative and cognitive situations, especially in text production, text reception and computer assisted vocabulary learning. The higher levels of the taxonomy are broadly based on the Function Theory of Lexicography. The lower level of tools that support the communicative function describes the nature of the interaction of the user with the tool - interactive, automated linking/checking and automated translation. The lower level of the tools that describe the cognitive function can be further expanded, based on the nature of the cognition e.g. into self-study of corpus-based analyses and computer-aided learning. We expect this work to provide a broader basis for the discussion of this dispersed set of tools, and for a more principled design and development of new ones.

Utilizing Computer-Assisted Vocabulary Learning Tools in English Language Teaching

This study explores five in-service teachers' perceptions with regards to the technical and pedagogical usability of digital flashcards in English language teaching. All the teachers were enrolled in a one-year Masters of Art in English Language Teaching program at Coventry University and had previous teaching experience ranging from elementary to university level. The study adopted a quan?QUAL mixed-method research design, combining elements of surveys and case studies, to examine the factors that affected the teachers' perceptions in addition to how they view three specific websites: Cram, Quizlet, and StudyStack. Participants explored these websites and created sets of flashcards in a computer lab, then completed a survey and participated in a focus group interview. Findings suggest that although the teachers were willing to integrate digital flashcards in their future teaching, it is dependent on several factors, including: learners' age, the quality of graphics in the websites, and the teachers' prior experience as students on their MA program. Nonetheless, the “wow” factor seemed to influence their perceptions of the usability of these websites, which can either be extreme positive or negative initial reactions as a result of the websites' presentational scheme.

The Impact of Computer-Assisted Language Learning Applications on Incidental Vocabulary Recall and Retention

This study reports on an investigation into the effect of Computer Assisted Vocabulary Learning (CAVL) on fostering the incidental vocabulary gain of 62 pre-intermediate teenage learners of English studying in a language institute in Iran. These participants were randomly assigned to CAVL and traditional teacher-led groups. Additionally, the two groups’ perceptions towards Computer-Assisted Language Learning (CALL) and Computer-Assisted Learning (CAL) were surveyed and compared. A multimedia application integrating contextual cues, frequency of occurrence, dictionary definitions, and textual and audio annotations, was developed uniquely for the purposes of this experimental research. In order to measure and compare the vocabulary recall and retention of the two groups, a pretest-posttest research design was utilized. The results of the immediate posttest demonstrated that the students in the CAVL group significantly outperformed those of the non-CAVL group, confirming superior recall of the new words. Although the latter groups’ scores on the delayed posttest were also higher than the former groups’ scores, in comparison to the immediate posttest, a considerable decrease in the CAVL groups’ vocabulary retention was observed. Moreover, even though both groups perceived CAL as an effective method of learning, the perceptions of the participants in the CAVL group were more positive toward CALL.

CAVL: Does it develop learner’s attitude?

Individual’s response to anything related to the immediate context can form attitudes concerning the learning situation where the language is taught. As an attempt to shed new light on the issues relevant to attitude, this study investigated the extent to which a Computer-Assisted Vocabulary Learning (CAVL), Mandegar, can improve learners’ perceptions about the program. To fulfill the aim, eighty first-grade high school learners, divided as control and experimental groups, were randomly selected. Two questionnaires, in the first and last session adopted from Altiner (2011) and Bulut & Farhan (2007) respectively, were administered to the participants to investigate their perception to use CAVL in the future. The results, obtained using Paired Samples T-Test (p=0.002 < .05), revealed a significant difference between CAVL users and nonusers in favor of the experimental group. Students in the experimental group showed a positive attitude toward CAVL and perceived its utility for helping them speed up vocabulary learning. The present finding might have important implications for decision makers and teachers to further involve Computer-Assisted based programs to increase Language learning.

Vocabulary Instruction: Software Flashcards vs. Word Clouds

When it comes to language learning, vocabulary learning is the main activity focused on. Vocabulary learning is the main problem and also the goal of new language learners. It is one of the major problems that language learners encounter during learning a new language. Krashen (1989) (cited in Tokac, 2005) points out the role of vocabulary in a language by stating that most of the meaning in a language is carried by words. This is why people visiting a foreign country prefer to take their dictionaries with them rather than grammar books. And on the other hand, nowadays everything is connected to technology and language learning and teaching is not an exception. As Stockwell (2007) cites, vocabulary has been one of the most commonly taught language areas through technology in recent years. Integration of computer and second/foreign language teaching is admired by many researchers. It is clear that technology can help enhance the degree of vocabulary learning, but the point is that which computer assisted vocabulary learning can work better and would be more efficient? In this paper we will discuss and analyze the usage of two kinds of different ways of using technology and see which of the methods will work better. A comparison between vocabulary software flashcard and word clouds (Wordle) on vocabulary learning (retention) will be compared by the researcher. We will see that using which method will encourage learners more and they will do better with which kind of using technology? The study is carried out in Iran on 44 English learners. The result is really surprising. Both of the groups were interested in technology, but one group did really better. Keywords: CALL, CAVL, Software flashcard, Word Clouds, Wordle, Vocabulary learning

Computer Assisted Vocabulary Learning: Framework and Tracking Users’ data

It is proposed that CAVL applications can be divided into two broad categories: lexical programs/tasks and lexical resources/aids. There are three major types of lexical resources/aids: open Google searches, electronic dictionaries and lexical concordancers; they provide learners with access to meaning and other lexical information about the unknown items encountered during the learning process. Lexical programs/tasks can be further divided into four types: incidental learning with lexical glosses, CMC lexical-based tasks, computerized vocabulary exercises, and dedicated CAVL programs. Such a distinction is made based on the prominence each gives to vocabulary learning in terms of tool/tutor, implicit/explicit learning and meaning/form focusing. Equally important is the user tracking system built into each application, as tracking data can reveal how learners actually interacted with the learning system (Fischer, 2007; 2012). A review of tracking systems used in CAVL shows that multiple technologies/means have been used in tracking user actions and further research needs to focus on the identification of the key user actions related to learning outcome. Only with a good tracking system, can CALL effectiveness be proven, useful design features be identified and the appropriate programs be selected.

Empirical CALL evaluation

CALL evaluation is important because it is the most efficient means to prove CALL effectiveness. While both learning process and learning outcome should be investigated in empirical evaluation, the precise relationship between the two needs to be examined closely. Only by doing so can we identify useful CALL design features that facilitate relevant user-computer interaction which can lead to an improved learning outcome. This study examined how certain user actions can affect or predict receptive/productive vocabulary retention in a computer-assisted vocabulary learning (CAVL) program. Results showed that only the user actions which contributed to identifiable levels of vocabulary processing--those at which (a) the initial meaning-form mappings of the vocabulary items are established and (b) the vocabulary items are practiced in different contexts--significantly accounted for vocabulary retention. In addition, user actions accounted for receptive vocabulary retention better than for productive vocabulary retention.

Memorization E ffects of P ronunciation and S troke Order A nimation in Digital Flashcards

Digital flashcards are one of the most popular self-study computer-assisted vocabulary learning tools for beginners of Chinese as a foreign language. However, studies on the effects of this widely used learning tool are scarce. Introducing a new concept— referential stimulus—into the Dual Coding Theory (DCT) framework, this study acknowledges the existence of imagery text and textual image in addition to the conventional binary categorization of stimuli as either verbal or nonverbal and further hypothesizes their functions. The adapted DCT used in this study allowed us to better understand the findings from this and the earlier studies. In addition, a MANCOVA permitted a more thorough examination of effects of pronunciation and stroke order animation in digital flashcards on the memorization of the forms, pinyin, and definitions of the new Chinese words. Findings of this study have practical implications for development and applicability of computer-assisted language learning software. The authors conclude with a call for further research to examine the adapted DCT framework.

Speech-enabled card games for incidental vocabulary acquisition in a foreign language

In this paper, we present a novel application for speech technology to aid students with vocabulary acquisition in a foreign language through interactive card games. We describe a generic platform for card game development and then introduce a particular prototype card game called Word War, designed for learning Mandarin Chinese. We assess the feasibility of deploying Word War via the Internet by conducting our first user study remotely and evaluating the performance of the speech recognition component. It was found that the three central concepts in our system were recognized with an error rate of 16.02%. We then turn to assessing the effects of the Word War game on vocabulary retention in a controlled environment. To this end, we performed a user study using two variants of the Word War game: a speaking mode, in which the user issues spoken commands to manipulate the game cards, and a listening mode, in which the computer gives spoken directions that the students must follow by manipulating the cards manually with the mouse. These two modes of learning were compared against a more traditional computer assisted vocabulary learning system: an on-line flash cards program. To assess long-term learning gains as a function of time-on-task, we had the students interact with each system twice over a period of three weeks. We found that all three systems were competitive in terms of the vocabulary words learned as measured by pre-tests and post-tests, with less than a 5% difference among the systems’ average overall learning gains. We also conducted surveys, which indicated that the students enjoyed the speaking mode of Word War more than the other two systems.

From monitoring users to controlling user actions: A new perspective on the user-centred approach to CALL

It is argued in this article that user actions need to be monitored to understand what has happened during the learning process. Monitoring on its own is not enough; user actions also need to be controlled to some degree so that users can receive the guidance they need to help them to the successful completion of the learning tasks in CALL programs. To verify this empirically, a study was conducted to investigate both learning outcome and learning process of two versions of a Computer Assisted Vocabulary Learning program for Chinese learners. In one version, the user actions were controlled and guided; in the other, the user had complete freedom in deciding how to use the program. The results show that both the learning outcome and the learning process were more satisfactory in the controlled condition than in the uncontrolled condition.

Language learning

Language learning

Computer assisted vocabulary learning: Design and evaluation

This paper focuses on the design and evaluation of the computer-assisted vocabulary learning (CAVL) software WUFUN. It draws on the current research findings of vocabulary acquisition and CALL, aiming to help Chinese university students to improve their learning of English vocabulary, particularly that with which they experience most difficulty. It is argued that vocabulary should be learned explicitly as well as implicitly; learners need to be trained to become good learners, e.g., by being instructed in useful learning strategies, to enable them to learn vocabulary more efficiently and effectively. A design model of CALL efficacy is constructed to ensure the quality of vocabulary learning in CALL programs; it is employed in the design of the software WUFUN. Finally, the preliminary results of the software evaluation are reported and discussed.

Computer-assisted vocabulary learning

Computer-assisted vocabulary learning