Developmental Phases of CALL Software for Learning English Collocations: A Longitudinal Case Study

Abstract

In the field of Second Language Acquisition (SLA), vocabulary acquisition has often been given less attention compared to instruction of grammar and development of communicative skills. Vocabulary acquisition has often been left to incidental methods such as through reading activities, with little attempt to provide instruction in how to learn vocabulary effectively. It has been argued that this is a major underlying cause of language learners’ limited ability to use of a wide range of vocabulary, leading to insufficient production of vocabulary in academic contexts, even at advanced levels of tertiary education. There is evidence in the literature suggesting that vocabulary acquisition is a key contributing factor in the improvement of language proficiency. The increasing availability of technology and the fact that technologies allow personalised self-paced learning has led many researchers to adopt, adapt and develop technologies as means of improving learners’ second language vocabulary skills. Computer-Assisted Language Learning (CALL) systems which support vocabulary development both inside and outside of the class have appeared more regularly in the literature over the past several years, varying in their design and interface ranging from reading and listening passages with various forms of annotations, flashcards, and facilitating of interactions between native and/or non-native speakers of the target language. While there has been evidence of some acquisition of vocabulary through more incidental-type activities, research has suggested that the provision of vocabulary exercises generated depending on individual learners’ behaviour in reading activities is a more efficient method regarding memory and sustainability of learners’ knowledge of vocabulary gained through computer-based activities.