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Efficiency trumps aptitude: Individualizing computer-assisted second language vocabulary learning

Yuichi Suzuki Orcid Logo, Tatsuya Nakata Orcid Logo, Xuehong (Stella) He Orcid Logo

ReCALL

Swansea University Author: Xuehong (Stella) He Orcid Logo

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DOI (Published version): https://doi.org/10.1017/S095834402400020X

Abstract

The aim of this study was to contribute to the field of computer-assisted language learning (CALL) by investigating the individualization of intentional vocabulary learning. A total of 118 Japanese-speaking university students studied 20 low-frequency English words using flashcard software over two...

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Published in: ReCALL
Published: 2024
URI: https://cronfa.swan.ac.uk/Record/cronfa67957
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first_indexed 2024-10-10T15:36:36Z
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spelling v2 67957 2024-10-10 Efficiency trumps aptitude: Individualizing computer-assisted second language vocabulary learning 1c41e6239b6d4e82cbb36333088e3293 0000-0002-6419-0187 Xuehong (Stella) He Xuehong (Stella) He true false 2024-10-10 CACS The aim of this study was to contribute to the field of computer-assisted language learning (CALL) by investigating the individualization of intentional vocabulary learning. A total of 118 Japanese-speaking university students studied 20 low-frequency English words using flashcard software over two learning sessions. The participants practiced retrieval of vocabulary under different learning schedules, with short or long time intervals between encounters of the same word in each learning session: Short–Short, Short–Long, Long–Short, and Long–Long. Two individual difference measures – learning efficiency and language aptitude – were examined as predictors of long-term second language (L2) vocabulary retention. Learning efficiency was operationalized as the number of trials needed to reach a learning criterion in each session, whereas a component of aptitude (rote memory ability) was measured by a subtest of Language Aptitude Battery for the Japanese. Multiple regression and dominance analyses were conducted to evaluate the relative importance of learning efficiency and language aptitude in predicting delayed vocabulary posttest scores. The results revealed that learning efficiency in the second learning session was the strongest predictor of vocabulary retention. Language aptitude, however, did not significantly predict vocabulary retention. Moreover, the predictive power of learning efficiency increased when the data were analyzed within each learning schedule, underscoring the need to assess learners’ abilities under specific learning conditions for optimizing their computer-assisted learning performance. These findings not only inform the development of more effective, individualized CALL systems for L2 acquisition but also emphasize the importance of gauging individuals’ abilities such as learning efficiency in a more flexible, context-sensitive manner. Journal Article ReCALL 10 10 2024 2024-10-10 https://doi.org/10.1017/S095834402400020X COLLEGE NANME Culture and Communications School COLLEGE CODE CACS Swansea University Another institution paid the OA fee 2024-10-10T16:38:59.9538727 2024-10-10T16:30:41.1377295 Faculty of Humanities and Social Sciences School of Culture and Communication - English Language, Tesol, Applied Linguistics Yuichi Suzuki https://orcid.org/0000-0002-1197-0315 1 Tatsuya Nakata https://orcid.org/0000-0002-1152-653X 2 Xuehong (Stella) He 0000-0002-6419-0187 3
title Efficiency trumps aptitude: Individualizing computer-assisted second language vocabulary learning
spellingShingle Efficiency trumps aptitude: Individualizing computer-assisted second language vocabulary learning
Xuehong (Stella) He
title_short Efficiency trumps aptitude: Individualizing computer-assisted second language vocabulary learning
title_full Efficiency trumps aptitude: Individualizing computer-assisted second language vocabulary learning
title_fullStr Efficiency trumps aptitude: Individualizing computer-assisted second language vocabulary learning
title_full_unstemmed Efficiency trumps aptitude: Individualizing computer-assisted second language vocabulary learning
title_sort Efficiency trumps aptitude: Individualizing computer-assisted second language vocabulary learning
author_id_str_mv 1c41e6239b6d4e82cbb36333088e3293
author_id_fullname_str_mv 1c41e6239b6d4e82cbb36333088e3293_***_Xuehong (Stella) He
author Xuehong (Stella) He
author2 Yuichi Suzuki
Tatsuya Nakata
Xuehong (Stella) He
format Journal article
container_title ReCALL
publishDate 2024
institution Swansea University
doi_str_mv https://doi.org/10.1017/S095834402400020X
college_str Faculty of Humanities and Social Sciences
hierarchytype
hierarchy_top_id facultyofhumanitiesandsocialsciences
hierarchy_top_title Faculty of Humanities and Social Sciences
hierarchy_parent_id facultyofhumanitiesandsocialsciences
hierarchy_parent_title Faculty of Humanities and Social Sciences
department_str School of Culture and Communication - English Language, Tesol, Applied Linguistics{{{_:::_}}}Faculty of Humanities and Social Sciences{{{_:::_}}}School of Culture and Communication - English Language, Tesol, Applied Linguistics
document_store_str 0
active_str 0
description The aim of this study was to contribute to the field of computer-assisted language learning (CALL) by investigating the individualization of intentional vocabulary learning. A total of 118 Japanese-speaking university students studied 20 low-frequency English words using flashcard software over two learning sessions. The participants practiced retrieval of vocabulary under different learning schedules, with short or long time intervals between encounters of the same word in each learning session: Short–Short, Short–Long, Long–Short, and Long–Long. Two individual difference measures – learning efficiency and language aptitude – were examined as predictors of long-term second language (L2) vocabulary retention. Learning efficiency was operationalized as the number of trials needed to reach a learning criterion in each session, whereas a component of aptitude (rote memory ability) was measured by a subtest of Language Aptitude Battery for the Japanese. Multiple regression and dominance analyses were conducted to evaluate the relative importance of learning efficiency and language aptitude in predicting delayed vocabulary posttest scores. The results revealed that learning efficiency in the second learning session was the strongest predictor of vocabulary retention. Language aptitude, however, did not significantly predict vocabulary retention. Moreover, the predictive power of learning efficiency increased when the data were analyzed within each learning schedule, underscoring the need to assess learners’ abilities under specific learning conditions for optimizing their computer-assisted learning performance. These findings not only inform the development of more effective, individualized CALL systems for L2 acquisition but also emphasize the importance of gauging individuals’ abilities such as learning efficiency in a more flexible, context-sensitive manner.
published_date 2024-10-10T16:38:59Z
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score 11.036706

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