Facilitating Vocabulary Growth and Retention Through CALL. Findings within the field

Abstract

This literature review compares vocabulary growth and retention when using computer-assisted language learning (CALL) in contrast to traditional non-digital aids. First, an overview of theories on vocabulary growth and retention is given, as these have been applied to CALL. Findings are then presented, showing that the efficiency and enabling of several features using CALL provides a higher increase in vocabulary growth and retention than in a traditional paper-and-pen setting. Vocabulary retention increased when using CALL, and these results subsisted in delayed post-tests. The studies treat, inter alia, the same L1 and proficiency level in the participant groups from the studies, which is not a realistic classroom setting in most locations. In addition, it has been proven essential that the CALL-program is user-friendly in order for successful vocabulary growth and retention to occur. Finally, suggestions for further research are provided, such as testing morphological knowledge as this has not been reported from the studies and is a significant factor in word knowledge, as well as a need for this kind of research to be carried out in a multi-contrastive classroom.