Vocabulary Learning in Computer-Aided Language Learning - Literature review Example

Running head: Vocabulary learning in CALL Vocabulary Learning in CALL Name Instructor’s name Course Date Introduction Vocabulary learning through Computer Aided Language Learning (CALL) is an important aspect of secondary language learning for its ease and flexibility. Learning foreign languages is essential to life as the languages are important tools for education. However, this learning process is challenged by inadequacy of vocabulary a fact which negatively affects the language skill development and learning ability (Canh, 2004). The role of computers is increasingly finding use in the education sector. The use of computers takes advantage of information and communication technology to facilitate a rich learning environment. Advancement in computer technology has accelerated multimedia application in CALL and therefore motivated the learning of vocabulary. Several studies have shown that CALL was useful in foreign vocabulary learning. This comes in its motivation of learners by providing immediate feedback and positive reinforcement. Computers also present information in different formats that increases the learners’ acquisition and retention of learnt content. This means that CALL has improved efficiency in the short term memory and long term memory of the learner. The use of CALL has positive impact on the learners’ ability to recall the vocabulary in the long term. CALL lessons also have significantly high levels of interest to students and have positive feedback from learners. The manoeuvrability of the images and meanings attached to them created a fun environment for learning. The use of CALL has been of value as it facilitates the vocabulary acquisition and retention. However the use of CALL should not be exclusively used as a vocabulary teaching tool. The most appropriate method of teaching should be chosen in accordance to the learners’ needs, preferences and personality (Canh, 2004). These way tendencies of boredom will be eliminated and consequent effectiveness in vocabulary acquisition will be enhanced. This document will review literature that supports vocabulary learning through CALL. In a research article by Chieko Kawauchi (2006), focusing on the differences in proficiency between learners who employed CALL in vocabulary learning and those who did not, it is apparent from the findings that CALL based learning was more effective for students of the lower level compared to the upper level. It was common perception among the learners that CALL based learning will result in autonomy of their learning. This new dimension of language learning has enabled multitasking and many language educators use it to enhance vocabulary learning (Alessi & Dwyer, 2008). A research by Beatty (2005) highlighted some advantages of vocabulary learning in CALL and concluded that CALL promotes autonomous language learning. This research focuses on the perspective of the learners’ ability to take advantage of multimedia links to explore explanations and peripheral information and depend less on teacher centered classes. CALL is also portrayed as a quick information transmitter that can keep the learners interested in learning. Multimedia presentations have been noted to keep students alert and concentrated. The incorporation of animation and audio into lesson makes the students to interact better with the learning content. This I believe gives the learners an experience in learning rather than acquiring knowledge. CALL gives teachers an amusing perspective to teaching foreign languages in more efficient way and varies the teaching methodology. Kang (1995) experimented on the relative usefulness of different approaches in vocabulary learning. These included the traditional paper and pencil, and computer based learning. The participants of the research were Korean students learning English and who are generally lower level learners. The traditional method was done by translation and definition based approach. The students were expected to match Korean words with English. For the other group, computers were used in implementation of the research. Students were expected to equate Korean words with English words with decontextualized input. Results of the experiment indicated computer assisted had reduced performance. This I attribute to the time required for the students to acclimatize with the instruments of the research. Eventual results after acclimatisation had significant improvement. This study’s results were in full compliance with the theory of processing levels which postulates that enrichment of content through audio visual association increases the learners’ vocabulary retention. Johnson and Heffernan (2006) studies the effect of pre-teach exposure on overall vocabulary learning context. Their research pre exposed learners through the use of texts and movie clips. The learners had to read texts and respond to a series of multiple choice questions on the texts. The test was conducted in two sections; first, analogous questions that were similar to those at the end of pre-teach readings. The second, the question were related to the movie clips. Learners showed better scores in the second section of the tests than in the first. These results attest to the efficiency of incorporation of multimedia in learning vocabulary. The study showed that exposures with incorporation of short authentic materials help learner to master vocabulary. This article is interesting as it gives a different perspective to vocabulary learning. The pre-teach and multiple exposures has not been researched on. Its effectiveness on learning is apparently important element to consider in enhancing language learning using CALL. Yip and Kwan (2006) provide an insight of the effectiveness of using online games in teaching and learning vocabulary. Their study involved self-taught students and control students who were taught by teachers. The self-studying group was based online through vocabulary websites. The results indicate that online learning and in particularly the use of online games are very effective as compared to traditional teacher centred approach. However, I suppose that there will be concerns of the need to have extra support in the event that online games are used as a language teaching tool. It will also be questionable what the teacher’s role will be and the criteria for choosing the most appropriate online game for the learners’ need. Games are a way of learning and they give students the opportunity to practice the language they learn parenthetically. They also make the lesson more interesting and effective. This research findings lead to conclusion that games can be used to create contexts in which the students can use language to communicate and express their own opinions. Nguyen and Khuat, (2003), conclude that games encourage operation of psychology and intellectual factors to facilitate communication and increase self-esteem. In a research by Tozcuz and Coady (2004) to compare the outcomes in efficiency of vocabulary learning in CALL and traditional methods, Different effects were identified with the CALL proving more efficient. This research used students from different backgrounds to diversify and indicate that there is no bias of efficiency to any particular background. The results indicated that the students who employed CALL in vocabulary learning performed better than the ones with traditional methods of learning. The variance has therefore proven that CALL is not biased by the background from which the learners came from. Efficiency of the system is fully based on its advantageous aspects. Yanguas (2009) explored the effects of incorporating CALL in glossary on vocabulary learning. In the study, students read texts on the computer under the same condition. The texts, however, were varied in display; some had only text only while others had texts and pictures, others even including video clips. After that, a recall test was conducted on all students. The results indicated that incorporation of multimedia in vocabulary learning was more effective. CALL in this scenario also had significant effect on learning comprehension by facilitating retention and recall. Utilisation of reading, comprehension, recognition and production measures in this research was used to stretch the limits of effectiveness of CALL. The fact that analyses of data showed multimedia incorporation was more effective even in production of vocabulary items. There however exist limitations in the researches mentioned. The researches have failed in depth despite the obvious wide breadth. Not much study has been conducted on the effect of incorporation of multimedia in glossary to enhance vocabulary learning. It is therefore important that more research be conducted to determine the actual effects. Differences between similar researches with no conclusive results have also been an element of criticism. There is evidently no difference in first and second language learning according to a research by Chen (2002). The first language had better glossary and therefore were better in learning for lower level learners. Despite the relatively thorough job in investigating the effectiveness of visual cues. Weaknesses exist in the failure to consider the factor of the learner’s English level. In most vocabulary tests all the target words were all verbs and therefore uncertainty exist in how learning of more complex words can be done. The instruments of research were not adequate enough, in the definition supply test and the recognition test, the acquisition and retention of words was not tested in the context of the tests. The use of multiple choices may have also led to guessing which will not lead to accurate results. Comparison of first and second language is still inconclusive. Further research is necessary to examine which type of glossary is more effective. This will be in additional to the existing studies and will complement the weaknesses that exist. In conclusion, the use of CALL for vocabulary learning has been a popular subject. The limited number of theories to explain the efficiency is a result of the limited research in the area. The existing literature and researches contents have viewed vocabulary learning as a sub-component of multimedia packages or CALL programs. This article has reviewed literature on approaches to vocabulary learning. The efficacy of the CALL program incorporated in the learning to guide the learner and in ensuring acquisition and retention of content. The development of technology has created more media types for use as tools of language teaching and learning. The impact of use of glossary of vocabulary via media attracts attention. The effects of glossary on efficiency of vocabulary learning still need more research in the aspects of how gloss types affects vocabulary learning in a multimedia environment. Different research results are unified in their conclusion that CALL is an effective tool for vocabulary learning. The use of CALL brings the benefits of multimedia learning and has led to development of software to implement computer assistance in vocabulary learning. References Alessi, S. & Dwyer, A. (2008). Vocabulary assistance before and during reading. Reading in a Foreign Language, 20(2), 246-263. Beatty. K. (2005). Teaching and Researching Computer-assisted Language Learning. Beijing: Foreign Language Teaching and Research Press. Canh, L.V (2004) Understanding Foreign Language teaching Methodology. Hanoi National University Press. Chen, H. (2002). Investigating the effects of L1 and L2 glosses on foreign language reading comprehension and vocabulary retention. Paper presented at the annual meeting of the Computer-Assisted Language Instruction Consortium, Davis, CA. Johnson, A., & Heffernan, N. (2006). The short readings project: A CALL reading activity utilizing vocabulary recycling. Computer Assisted Language Learning, 19, 63-77. Kang, S. (1995). The effects of a context-embedded approach to second-language vocabulary learning, System, 23, 43-55. Nguyen, T.T.H and Khuat, T.T.N (2003), Learning Vocabulary through games. Asian EFL Journal 23,45-47 Tozcu, A. & Coady, J. (2004). Successful learning of frequent vocabulary through CALL also benefits reading comprehension and speed. Computer Assisted Language Learning, 17 (5), 473-495 Yanguas, I. (2009). Multimedia glosses and their effect on L2 text comprehension and vocabulary learning. Language, Learning & Technology, 13(2), 48-67. Yip, F.W.M, & Kwan C.M.A. (2006). Online vocabulary games as a tool for teaching and learning English vocabulary. Educational Media International, 45, 233-249. Read More