The Effect Of Two Enhancement Techniques On Reading-based Vocabulary Retention In CALL Environment

In recent two decades, second language learning via computer has received more and more attention from the language researchers and teachers. Since acquisition of vocabulary has always assumed a more important role in learning a second language, among those attention, reading-based vocabulary acquisition in computerized environment is one aspect that people are interested in. Web- or computer-based reading, which can provide authentic context as well as attractive multimedia glosses, is sometimes regarded as an ideal environment for vocabulary learning, yet it still has its limitations. This study, therefore, based mainly on the theories of intentional learning and notice effect, investigated two conscious-raising techniques designed to increase the chances that second language (L2) readers look up and learn unfamiliar words during reading an L2 text.Participants in the study, 60 college students in Chongqing University (L1 = Chinese, L2 = English), were randomly assigned to one of four conditions, forming combinations of two between-subject factors:±hyperlinked glossed (Marked vs. Unmarked) and±pre-reading vocabulary test announcement (INTENT vs. INCID). The experiment carefully analyzed: 1). The effect of highlights indicating a link towards dictionary definitions on the L2 vocabulary retention; 2). The effect of Test Announcement indicating an upcoming vocabulary test on L2 vocabulary retention; and 3). Combined effect of these two techniques on word retention. In order to access the short- and long-term efficacy of each technique, two vocabulary tests (immediate & delayed test) were designed. The analysis of data (using two-way ANCOVAs) reveals that highlighting target words in a text on screen or creating intentional learning condition through Test Announcement did influence the amount of vocabulary learned by the students, however, these positive influences were only short-term. As to their combined effects, data showed that for short-term retention, the Combined group significantly outperformed the other three groups. In the delayed test, the Combined group also received the highest mean score, but due to its great word decline rate, the gap between it the other three groups narrowed down, and it only retained a significant difference compared with the control group. Among the suggested factors that explain such results are that hyperlinks or/and Test announcement invited notice and attention to target words, but cannot guarantee that it promoted in students the kind of processing that was considerably vital in retaining words for long.The results add to the growing body of literature on the effects of presentation-mode issue on L2 vocabulary recognition and recall in CALL environment. These findings, together with those of the studies reviewed, call for reflection of language instructors and multimedia designers on how to boost the low incidence of vocabulary retention through reading by all possible means, such as additional features of CALL materials designed as well as pedagogical strategies.