The Effect of CALL-Based Vocabulary Learning as Self-Study : Focusing on Proficiency Differences

Abstract

This study investigated the effects of CALL-based vocabulary learning, focusing on proficiency dfferences. A total of 30 Japanese learners of English in upper and lower levels, 15 each, were selected out of 54 students who participated in a 20 week self-study with a CALL program, Power Words developed by ALC. They were investigated in terms of vocabulary gains, the amount of practice, learners' perceptions of Power Words, and their learning strategies/motivations. The results showed that the learners in the lower level signcantly increased their vocabulary size by the end of the second semester in the 1,000-, 2,000-, and 4,000-word levels. The learners in the upper level failed to show any improvement. However, the learners in both groups showed favorable perceptions about the self-study with this program, and there were no signfl cant dfferences between these two groups except in the target goals of the vocabulary levels. For the most part their perceptions were maintained throughout the two semesters, but there was a tendency for the upper level learners to lose interest in the second semester, indicating a possible limitation of self-study utilizing CALL. Both groups showed that the overall evaluation of this program significantly correlated with communicative strategies, linguistic strategies, and integrative motivation. The test scores of the upper level students also correlated with meta-cognitive strategies. These findings imply that CALL-based vocabulary learning will be more effective for lower proficiency learners but that any learners who are communication-oriented, linguistically-conscious and culturally-motivated are highly likely to benejIt from self-study with CALL.