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Exploiting Vocabulary CALL Interventions to Operationalize and Test the Depth Levels of the Processing Model

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Technology and the Psychology of Second Language Learners and Users

Part of the book series: New Language Learning and Teaching Environments ((NLLTE))

Abstract

This study examines the acquisition of Arabic vocabulary by students studying Arabic as a foreign language in a multimedia computer-assisted language learning environment. For this, the researchers designed three separate interactive interfaces: (1) the verbal-based menu-driven interface (L2-L1: MDI), (2) the visual-based graphical user interface (L2-Picture: GUI), and (3) the spatial-based zoomable user interface (L2-Context: ZUI). L2 novel words were delivered in each of these three teaching methods by means of computer-assisted vocabulary acquisition software. The participants of this current study consisted of British monolingual undergraduate students, whose performance was assessed and analyzed during immediate and delayed posttests. The findings proved consistent with levels of processing theory, suggesting that, in comparison to GUI and MDI, the deeper semantic processing resulting from ZUI tended to result in improved long-term retrieval.

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Author information

Authors and Affiliations

  1. University of York, York, UK

    Saad Alzahrani & Leah Roberts

Authors
  1. Saad Alzahrani
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  2. Leah Roberts
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Correspondence to Saad Alzahrani .

Editor information

Editors and Affiliations

  1. Gunma Prefectural Women’s University, Tamamura-machi, Gunma, Japan

    Mark R. Freiermuth

  2. Department of English, University of Isfahan, Isfahan, Iran

    Nourollah Zarrinabadi

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Alzahrani, S., Roberts, L. (2020). Exploiting Vocabulary CALL Interventions to Operationalize and Test the Depth Levels of the Processing Model. In: Freiermuth, M.R., Zarrinabadi, N. (eds) Technology and the Psychology of Second Language Learners and Users. New Language Learning and Teaching Environments. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-34212-8_3

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  • DOI: https://doi.org/10.1007/978-3-030-34212-8_3

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  • Publisher Name: Palgrave Macmillan, Cham

  • Print ISBN: 978-3-030-34211-1

  • Online ISBN: 978-3-030-34212-8

  • eBook Packages: Social SciencesSocial Sciences (R0)

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