Technological Interface Components That Support Accelerated Learning in the Acquisition of Foreign Language Vocabulary

• Published in: Applied sciences 2024-11, Vol.14 (22), p.10436
• Main Authors: Passig, David, Eshel Kedmi, Ganit, Aharoni, Adi
• Format: Article
• Language: English
• Subjects: accelerated learning; acquisition of a foreign language; CALL; Computer assisted language learning; Educational technology; Emotions; Foreign language learning; French language; Language; Language acquisition; Learning environment; Luzanov model; Memory; Pedagogy; School environment; Second language vocabulary learning; Students; Teaching methods; VR learning environment
• ISSN: 2076-3417; 2076-3417
• DOI: 10.3390/app142210436

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, 2D and VR, 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 the newly acquired language. We randomly divided the participants into two groups (2D and VR). They studied 550 words in a new language for five days: 30 min each evening and 15 min 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, and previous knowledge of the newly acquired 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 that reported in the literature for studies that had previously evaluated CALL and in-class language acquisition.