The present study investigated whether word learning and retention in a second language are contingent upon a task's involvement load, i.e., the amount of need, search, and evaluation the task imposes. Laufer and Hulstijn (2001) contend that tasks with higher degrees of these three components induce higher involvement load, and are, therefore, more effective for word learning. To test this clai...

Speaker and task adaptation can be made more efficient if an automatic speech recognition system can actively elicit particularly useful adaptation data from a new speaker for a given speech recognition task. This paper presents such an active approach based on an automatic analysis of how difficult the given task vocabulary is. Comparative experiments are designed and conducted for a simple ap...

abundantly clear though the need for effective eclectic techniques for enhancing learners’ vocabulary learning strategies may seem, in practice, language instructors, by all accounts, tend to resort to only a few obsolete ones. this review paper aims to provide a brief account of practices in vocabulary teaching and learning by focusing on the research on teaching words in context and out of co...

this study aims to compare the effects of four types of ffi on second language vocabulary learning. to do so, the study adopted a quasi-experimental pretest-posttest design, including five groups, each receiving a distinct treatment. the participants were 80 fourth-grade male students ranging in age from 17 to 19. before the treatment phase, the participants took a researcher-made test of vocab...

Task-based language learning using the benefits of online computer-assisted language learning (CALL) can be effective for rapid vocabulary expansion, especially when target vocabulary has been pre-arranged into bilingual categories under simpler, common Semantic Field