The effectiveness of computer-based spaced repetition in foreign language vocabulary instruction: a double-blind study

Chukharev‐Hudilainen, Evgeny; Klepikova, Tatiana

doi:10.1558/cj.v33i2.26055

Cited by 8 publications

(8 citation statements)

References 24 publications

(6 reference statements)

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“…Although most of the TMVD treatments did not involve teacher mediation, 60 studies (n = 73%) were conducted in class or in a computer lab; plus, in 5 cases, a part of the treatment was in class, i.e., only 16 studies investigated TMVD outside the formal educational settings. The latter were studies that incorporated mobile-assisted language learning (e.g., Amer, 2014;Andujar, 2016;Stockwell, 2010;Terantino, 2016), intercultural exchanges (e.g., Lin, 2016) and other CMC studies (e.g., Kozar, 2016;Yilmaz & Yuksel, 2011), and longitudinal studies (e.g., Chukharev-Hudilainen & Klepikova, 2016;Gobel & Kano, 2014) or studies of extramural language use (e.g., Jensen, 2017;Sylven & Sundqvist, 2012).…”

Section: Learning and Instructional Approachesmentioning

confidence: 99%

Technology-Mediated Second Language Vocabulary Development: A Review of Trends in Research Methodology

Elgort

2017

CALICO

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Technology-mediated vocabulary development (TMVD) in a second language (L2) covers a wide range of instructional and learning treatments, contexts, and technologies, and is situated in a broader field of second language vocabulary learning. Vocabulary knowledge is a complex, multidimensional construct that has been interpreted and categorized in second language research in many different ways. This review identifies methodological practices in research into L2 TMVD and provides a synthesis of learning and instructional approaches, aspects of vocabulary knowledge being investigated, and measures of vocabulary development used in this research. A sample of 82 primary studies from 2010 to 2017 was selected and coded for target methodological features. The results of the review show that TMVD research has achieved a certain degree of methodological maturity, while a number of issues have also been identified. These issues include: the practice of comparing technology-mediated instruction with "traditional" instruction without technology, insufficient reporting of participants' L2 proficiency, and a dearth of treatments targeting fluency development. The review also showed a preference for evaluating the knowledge of individual vocabulary items rather than the development of the L2 lexicon, and insufficient use of online and implicit measures of vocabulary knowledge. Recommendations for future TMVD research are provided.

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Section: Learning and Instructional Approachesmentioning

confidence: 99%

Technology-Mediated Second Language Vocabulary Development: A Review of Trends in Research Methodology

Elgort

2017

CALICO

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“…Within the TELL tools, hyperlinks may also be used as memory aids by readily providing access to explanations, vocabulary and grammar. In addition, the use of memory aids may involve the recourse to flash cards, word walls, conjugation tables and computer adaptative software (Akyel & Erçetin, 2009;Chukharev-Hudilainen & Klepikova, 2016;Yang & Hsieh, 2015).…”

Section: Long-term Memorizationmentioning

confidence: 99%

How to tailor TELL tools for older L2 learners

Olivares-Cuhat

2018

Elia

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In the last 25 years, the topic of learning strategies has attracted a great deal of interest, quite often to analyse the use first (L1) and second language (L2) learners make of these strategies and how they can be helped to improve strategy knowledge. Although it is true that there has been considerable research on strategies, a smaller number of studies have attempted to explore the strategies that learners use in content and language integrated learning (CLIL) contexts, and even fewer when learning a third language (L3). This article seeks to fill that gap by reporting the findings of an intervention study into reading comprehension among young learners of English as an L3 in a multilingual (Spanish-Basque-English) context in the Basque Country.

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“…Some earlier studies have identified the utilization of computer-mediated language learning as a good medium for long-term learning. Spaced repeating can assist users in building effective study patterns with an application while engaged in L2 learning [22][23][24][25][26][27]. Other studies showed more innovation, such as how to teach vocabulary to students by making lists of words more powerful and interesting through multimedia enhancement, and this was particularly applied to the English language [28][29][30].…”

Section: Introductionmentioning

confidence: 99%

CALL-Enhanced L2 Vocabulary Learning: Using Spaced Exposure through CALL to Enhance L2 Vocabulary Retention

Çakmak

Namaziandost

Kumar

2021

Education Research International

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CALL- and MALL-enhanced learning applications have dominated the field of second language (L2) learning recently. This study aims to investigate the effect of applying a CALL-enhanced L2 vocabulary learning software program on the L2 vocabulary development of English as Foreign Language (EFL) students. 76 preintermediate EFL students registered at a foreign language school were chosen from a total of 156 students after running an Oxford Quick Placement Test (OQPT). The participants were randomly assigned to two groups: the experimental group (EG = 38) and the control group (CG = 38). A vocabulary test as pretest was administered to all the participants before the treatment. During the treatment, the EG learners were requested to utilize a computer-enhanced flashcard software program on their laptops, mobile phones, or other mobile devices at their discretion. By using the program, they could access and utilize a variety of flashcards on many subject matters such as languages, geography, math, and science as well as construct their own flashcards for multiple practices. The CG, on the other hand, was taught through traditional teaching without any CALL tools available. At the termination of the intervention, the vocabulary test was employed as a posttest to both groups to assess the learners’ vocabulary enhancement. The EG outperformed the CG. Findings have led to the reasonable interpretation that L2 vocabulary learning was more productive when the CALL-enhanced flashcard program was utilized for the learning processes.

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The effectiveness of computer-based spaced repetition in foreign language vocabulary instruction: a double-blind study

Cited by 8 publications

References 24 publications

Technology-Mediated Second Language Vocabulary Development: A Review of Trends in Research Methodology

Technology-Mediated Second Language Vocabulary Development: A Review of Trends in Research Methodology

How to tailor TELL tools for older L2 learners

CALL-Enhanced L2 Vocabulary Learning: Using Spaced Exposure through CALL to Enhance L2 Vocabulary Retention

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