Theory and Practice in Computer-Assisted Vocabulary Learning

Abstract

This chapter presents an account of the ongoing development of a vocabulary learning resource, VocPAL (Vocabulary: Progressive Autonomous Learning), for French learners of English in a university context. The chapter describes the background to the resource, its theoretical underpinnings, and its presentation features. These include pictures, sound, an association test, and context sentences forming a story. A questionnaire was administered to college students (N = 115) to assess reactions to VocPAL in an online learning environment. Further insights were gained from interviews with users of the resource. Both questionnaire and interview data suggest that, while the resource is judged favourably overall, improvements can be made to make the story more appealing and to add more interactivity. Results are discussed in terms of future development options, limitations to the study, and some broader issues regarding computer-assisted vocabulary learning.