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L2 Glossing: To CALL or Not to CALL
Melissa A. Bowles
Vol. 87, No. 3 (Sep., 2004), pp. 541-552
Stable URL: http://www.jstor.org/stable/20063060
Page Count: 12
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Recently, several studies have suggested that computer-assisted language learning (CALL) is beneficial for second/foreign language (L2) vocabulary acquisition. However, few experimental studies actually have compared computerized and traditional paper-and-pen delivery methods, nor have they operationalized or measured attention. The present study empirically investigates, within an attentional framework, the effects of computerized versus traditional paper-and-pen glosses on L2 vocabulary development. Think-aloud protocols were collected to establish that first-year college students of Spanish (n=50) indeed noticed targeted vocabulary words. Participants' performances on a comprehension task and immediate and delayed recognition and written production tasks were submitted to quantitative and qualitative analyses. Results indicated significant benefits for both computer and paper-and-pen groups over a control for (1) amount of reported noticing of targeted vocabulary, (2) text comprehension, and (3) acquisition of the targeted vocabulary. However, there was no significant difference between the computer and paper-and-pen groups on any of the three measures.
Hispania © 2004 American Association of Teachers of Spanish and Portuguese