Technology-Enhanced Strategy Use for Second Language Vocabulary Acquisition

Abstract

Research interest in second or foreign language (L2 or FL) vocabulary learning has been extended to encompass the field of computerassisted language learning (CALL) in an attempt to improve competence in communication. In this study, a technology-enhanced strategy use (TESU) system was designed to engage L2 learners in the deeper processing of vocabulary while learning new lexical items. TESU enables learners to employ a range of available vocabulary learning strategies (e.g., keyword strategy), as well as e-tools (e.g., drawing and mind mapping) provided in the TESU system to practice English vocabulary outside of the classroom. The purpose of this study was to examine the impact of the prototype TESU system on the young learners’ vocabulary gain. Two intact classes of 47 sixth graders were randomly assigned as the experimental and control groups. The instruments used included an online vocabulary pre-test administered prior to the treatments, and an online vocabulary post-test as well as a written recall test following the treatments. The preliminary results derived from the Independent-samples t-test indicated that the experimental group performed better than the control group in terms of vocabulary gain as the post-test and the vocabulary written recall reached a level of significance (p < .05). The findings also demonstrate the feasibility of utilizing the TESU system to learn new vocabulary and to collect data concerning the learners’ vocabulary strategy use. Furthermore, this study provides evidence that the TESU system can encourage students to practice some useful but infrequently-employed strategies (e.g., the mnemonic keyword method).