An Analysis of Current Research on Computer-Assisted L2 Vocabulary Learning: A Systematic Review

Autor/inn/en	Bahari, Akbar; Eamer, Allyson; Hughes, Janette
Titel	An Analysis of Current Research on Computer-Assisted L2 Vocabulary Learning: A Systematic Review
Quelle	In: CALICO Journal, 39 (2022) 3, S.257-280 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bahari, Akbar) ORCID (Hughes, Janette)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-7778
Schlagwörter	Computer Assisted Instruction; Second Language Learning; Second Language Instruction; Teaching Methods; Vocabulary Development; Barriers; Blended Learning; Distance Education; Computer Games; Computational Linguistics; Independent Study; Game Based Learning; Educational Benefits; Research Reports + Suchen Sie Ihr Suchwort? Computer based training; Computerunterstützter Unterricht; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Wortschatzarbeit; Distance study; Distance learning; Fernunterricht; Computer game; Computerspiel; Computerspiele; Linguistics; Computerlinguistik; Selbststudium; Bildungsertrag; Research report; Forschungsbericht
Abstract	The use of educational technologies to teach a second language (L2) in general, and L2 vocabulary in particular, has mass appeal among computer-assisted language learning (CALL) practitioners. The main objective of the present study is to report the challenges and affordances of technologies used for computer-assisted vocabulary learning (CAVL), as described in current literature. A systematic review was conducted, and the results were visualized in a hierarchical data model. Following a rigorous screening process, 97 peer-reviewed articles published from 2014 to 2020 were selected from major related databases. Theoretically, the findings inform researchers about the reported limitations and advantages of computer-assisted L2 vocabulary learning and serve as a road map for future research directions. Pedagogically, the findings provide L2 teachers with an instruction manual to inform their practice, allowing them to benefit from the reported affordances of CAVL and take measures to address the reported challenges. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01