Vocabulary Development by using Computer Assisted Language Learning (CALL): The Hypertext
Introduction
Vocabulary knowledge is an important element in second language (L2) acquisition. By learning new words, students can increase their listening, speaking, reading and writing vocabularies and can improve comprehension and production in L2. A student can increase vocabulary knowledge formally in the classroom and informally through communication with others and through out of class activities. Vocabulary knowledge is an important aspect in learning a new language. With ample vocabulary knowledge, learners can easily digest text written in the targeted language, and understand what is spoken by native speakers of the targeted language. Researchers of CALL are mainly focus on the effects of computer assisted language learning (CALL) to reading comprehension/ listening and speaking, and writing skills. As Koren (1999: 6) stresses it, “hypertext technology enables a quicker and more convenient access to the meanings, as well as other visual and interactive advantages”, thus creating a more interesting and efficient environment for working on foreign language vocabulary.
However, little or not many of the researchers have paid attention to the development of vocabulary acquisition by using CALL programs especially on the use of Hypertext. Due to this lacking of information available, the author is interested in exploring more into this topic and hence, this literature review will be focusing on ESL learners’ vocabulary development through the use of Hypertext.
It is believed that one of the theories applied in this study is Krashen’s Theory of Second Language Acquisition (1983) which encompasses five (5) hypotheses altogether. Those hypotheses are:
1. The Acquisition-Learning hypothesis,
2. The Monitor hypothesis,
3. The Natural Order hypothesis,
4. The Input hypothesis,
5. The Affective Filter hypothesis.
ESL learners’ of rate of vocabulary acquisition would be the dependent variable, whereas, the Hypertext (text only, and text + visual), learners’ level of proficiency, and motivation would be the independent variable for this study.
Body
It is believed that vocabulary knowledge and skills are important for successful communication in a second language. Words are the units of meaning. Sentences, paragraphs, and whole texts are formed from words and indeed language ability is often regarded as the number of words that we know(Kawauchi. C, 2006). (KILIÇKAYA. F, KRAJKA. J, 2010) in their article entitled ‘Comparative Usefulness Of Online And Traditional Vocabulary Learning’ mentioned that Vocabulary teaching and learning is a very challenging and demanding process while learning any foreign language. As such, learners try to find out which vocabulary learning method is more beneficial or even the best one. However, not surprisingly, their first approach is to try to memorize every word that they do not know. Mainly, all of the authors of the five articles agreed that one of the major challenges in teaching a foreign language is that of teaching new vocabulary words and of expanding the vocabulary base of second language (L2) learners. As a result, it is important for researchers to investigate ways to improve the direct instruction of foreign language vocabulary.
Yun, J. H (2007), Souleyman, H. M (2009), KILIÇKAYA. F, KRAJKA. J, (2010), in their research articles agreed that the rates of learners’ vocabulary acquisition among ESL learners are increasing by using CALL program focusing on the use of Hypertext (text only, and text + visual). Mainly, the overall results of this meta-analysis revealed that using a multiple hypertext
gloss (text + visual) combination had moderately positive effects on L2 learners’ vocabulary learning than using a single text-only hypertext gloss while reading computerized texts. In other words, the combination of a text + visual hypertext gloss was more effective on L2 vocabulary acquisition than a text-only hypertext gloss. Learners’ learning preference such as visualizes or verbalizes (Plass, Chun, Mayer and Leutner, 1998) appears to be a critical variable in hypertext gloss studies: learners who prefer visual type annotations tend to benefit most from hypertext glossed reading in particular with a text + visual gloss while learners whoprefer verbal or text type annotations tend to benefit most with specialization in a verbal or text only gloss when given a choice either text-only or text + visual glosses. The study supports that CALL facilitates access to the available information in order to help comprehension and retention of the new language Souleyman, H. M (2009).
However, Koren, S. (2010), found a new finding contrary which is the incidental vocabulary learning is not particularly efficient. The conclusion of the study is that even an attractive computer program (hypertext) cannot help much in the incidental learning of words, effectively. Koren. S. (2010) added that the results of this study confirm earlier findings that (1) retention of words learnt through inference from context is better than retention of glossed words, and that (2) incidental vocabulary learning is not very efficient. The focus of the study is on a new program that enables incidental learning in a potentially more interesting way than conventional methods. Yet the findings show that even when new material is attractively presented, and the method enables self-study, interaction, on-line help and encouraging and supporting feedback, retention of new words will not take place without further off-line effort by the learners. In other words, incidental vocabulary learning is not particularly efficient, as shown by the literature. Therefore, intentional learning should rather be encouraged.
In terms of learners’ proficiency, the results indicated that low proficient learners are most likely to benefit from multiple glosses than immediate and advanced learners. According to cognitive load theory (Chandler and Sweller, 1991), low-ability language learners may have not utilized the whole benefits of multimedia glosses in reading comprehension and vocabulary acquisition due to their high cognitive (Sweller, 1994; Plass, Chun, Mayer & Leutner, 2003).
The study also reports that motivation is a good source of momentum in learning under the condition that the feeling it generates is transformed into action or generates a strategy that is effectively used. Otherwise, motivation would be a latent potential with little or no positive effects on learning.
Conclusion
In conclusion, all of the articles provide new insight for the author regarding on the subject matter. The data of the findings are well presented and complete. For future research, researchers may want to look into different variables such as gender and age.
Since English is learned as a second language in Malaysian context, and indeed, in such a remote areas, English is almost learned as a foreign language, hence, the traditional way of teaching (face- to- face/ in- class instruction) is still needed in implementing the CALL programs in the teaching and learning session. It is also recommended that teachers need to be trained and undergo a detailed course in computer literacy.
References
Kilickaya, F., Krajka, J. (2010), Comparative Usefulness Of Online And Traditional Vocabualry Learning, The Turkish Online Journal of Educational Technology – April 2010, volume 9 Issue 2, Retrieved from: http://www.tojet.net/articles/927.pdf
Souleyman, H. M. (2009), Implicit And Explicit Vocabulary Acquisition With A computer Hypertext Reading Task: Comprehension & Retention, Retrieved from:
Yun, J. H. (2008), The Effects of Hypertext Glosses on L2 Vocabulary Acquisition: A Meta- Analysis, Retrieved from: http://kuscholarworks.ku.edu/dspace/bitstream/1808/6459/1/Yun_ku_0099D_10940_DA TA_1. pdf
Koren, S. (2010), Vocabulary Instruction through Hypertext:Are There Advantages Over Conventional Methods of Teaching, The Electronic Journal for English as a Second Language, July 1999 — Volume 4, Number 1, Retrieved from:
Shahrokni, S. A., (2009), Second Language Incidental Vocabulary Learning: The Effect of Online Textual, Pictorial, and Textual Pictorial Glosses, The Electronic Journal for English as a Second Language, December 2009 — Volume 13, Number 3,
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