Version 1
: Received: 18 September 2024 / Approved: 18 September 2024 / Online: 18 September 2024 (13:40:57 CEST)
How to cite:
Passig, D.; Eshel-Kedmi, G.; Aharoni, A. Technological Interface Components that Support Accelerated Learning in the Acquisition of Foreign Language Vocabulary. Preprints2024, 2024091415. https://doi.org/10.20944/preprints202409.1415.v1
Passig, D.; Eshel-Kedmi, G.; Aharoni, A. Technological Interface Components that Support Accelerated Learning in the Acquisition of Foreign Language Vocabulary. Preprints 2024, 2024091415. https://doi.org/10.20944/preprints202409.1415.v1
Passig, D.; Eshel-Kedmi, G.; Aharoni, A. Technological Interface Components that Support Accelerated Learning in the Acquisition of Foreign Language Vocabulary. Preprints2024, 2024091415. https://doi.org/10.20944/preprints202409.1415.v1
APA Style
Passig, D., Eshel-Kedmi, G., & Aharoni, A. (2024). Technological Interface Components that Support Accelerated Learning in the Acquisition of Foreign Language Vocabulary. Preprints. https://doi.org/10.20944/preprints202409.1415.v1
Chicago/Turabian Style
Passig, D., Ganit Eshel-Kedmi and Adi Aharoni. 2024 "Technological Interface Components that Support Accelerated Learning in the Acquisition of Foreign Language Vocabulary" Preprints. https://doi.org/10.20944/preprints202409.1415.v1
Abstract
There is a need to find innovative learning methods that enable accelerated learning of a foreign language. This study examined the effect of computer-assisted language learning (CALL) in acquiring a foreign language, which combines cognitive and emotional stimuli in the background.
The study explored two factors related to the acquisition of a foreign language: the duration and scope of the learning process and the depth of internalization of the newly acquired language. Another objective was to assess the learning method in two learning environments, a multimedia setting and a virtual reality headset (VRH), to determine if the learning environment affects the learning results and leads to better vocabulary retention.
One hundred native French speakers, with an average age of 47.5, participated in the study and had no prior knowledge of a new native language. We randomly divided the participants into two groups (multimedia and VRH). They studied 550 words in a new native language for five days: 30 minutes each evening and 15 minutes in the morning.
The post-learning test pointed out that both groups improved their vocabulary scores significantly. Approximately one month after the learning experience, we administered a knowledge retention test to 32 participants and found that the level of knowledge had been retained. Finally, background variables (e.g., gender, age, previous knowledge of the new native language) did not affect the learning results.
The findings indicate that CALL, which integrates background cognitive and emotional stimuli in both learning environments, significantly accelerates learning pace, broadens the scope of newly acquired words, and ensures retention. The level of improvement observed in our study is notably higher than reported in the literature that had previously evaluated CALL and in-class language acquisition.
Keywords
Accelerated learning; Acquisition of a foreign language; Luznov model; CALL; VR learning environment
Subject
Social Sciences, Education
Copyright:
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
