Abstract
This study clarified effects of support functions in English vocabulary learning systems. We developed an English vocabulary learning system with support functions for Japanese students. The support function presents Japanese translation of an English example sentence except for target words upon user request. Five college students each of lower and intermediate ability used the system for two weeks and then took exams. We found that the intermediate-ability group learned more vocabulary than the lower-ability group depended on the help given by our function all though the learning period, whereas the intermediate-ability group reduced their use of it gradually as a way of checking their learning period. This suggests that our function prompt intermediate learners to learn the words effectively.
