Abstract:

It is proposed that CAVL applications can be divided into two broad categories: lexical programs/tasks and lexical resources/aids. There are three major types of lexical resources/aids: open Google searches, electronic dictionaries and lexical concordancers; they provide learners with access to meaning and other lexical information about the unknown items encountered during the learning process. Lexical programs/tasks can be further divided into four types: incidental learning with lexical glosses, CMC lexical-based tasks, computerized vocabulary exercises, and dedicated CAVL programs. Such a distinction is made based on the prominence each gives to vocabulary learning in terms of tool/tutor, implicit/explicit learning and meaning/form focusing. Equally important is the user tracking system built into each application, as tracking data can reveal how learners actually interacted with the learning system (Fischer, 2007; 2012). A review of tracking systems used in CAVL shows that multiple technologies/means have been used in tracking user actions and further research needs to focus on the identification of the key user actions related to learning outcome. Only with a good tracking system, can CALL effectiveness be proven, useful design features be identified and the appropriate programs be selected.

Author: Qing Ma