Technologies for Teaching and

Learning L2 Vocabulary

Week 5
 Introduction
• Rapid advances in digital and mobile technologies provide learners
with unlimited language input and vocabulary learning tools.
• Today’s learners have access to dictionaries, corpora, apps,
multimedia input, and online resources that support vocabulary
learning in multiple ways.
• However, more technology also creates challenges
• Teachers and learners must decide:
– Which tools to select
– How to transform them into meaningful vocabulary tasks
– How to support learners with different needs and proficiency levels.
 Introduction
A key issue: learner awareness and self-regulation
• In technology-rich environments, learners must develop
metacognitive awareness about how vocabulary learning
works.
• Teachers should help learners use digital resources
strategically, not just have them look up meanings casually.
 Introduction
• To develop a framework for technology-mediated
vocabulary learning, we will examine:
– different types of vocabulary tools and applications
– the role of mobile technologies in vocabulary learning
– the importance of learner training and self-regulated vocabulary
learning strategies.
 A memory‐based strategic model for vocabulary
learning: How many essential stages?
• Vocabulary learning is not a single event but a multi-stage cognitive
process involving different memory systems (working memory → long-
term memory).
Internal memory processes:
1. Perceiving the word form (initial exposure through reading, listening,
etc.).
2. Assessing the word's meaning (dictionary use, contextual inference).
3. Building the word entry (association, imagery, mnemonics, rhyming,
repetition).
4. Retrieving the word (repetitive exposure, spaced learning, active recall).
External strategic behaviors and internal thoughts mirror these stages.
 A memory‐based strategic model for vocabulary
learning: Two important implications
• The four-stage vocabulary learning model has two important implications for
technology use in language teaching:
1. Design tasks beyond word lookup
• Technology should not only help learners meet new words.
• Teachers should design activities that support repeated encounters, practice,
and consolidation.

2. Raise learners’ awareness

• Many learners stop at Stage 1–2 (noticing the word + checking the meaning).
• Effective learning requires continuing to Stage 3–4 (mapping form–meaning +
retrieving the word).
 Framework for Categorizing Technology-
Mediated L2 Vocabulary Learning
• Ma (2009, 2013) proposes a framework that distinguishes two types
of technology-mediated vocabulary learning tools:
1. Lexical Tools
• They help learners access meaning or usage through e-dictionaries,
online search engines, and lexical concordancers, which mainly
support meaning-focused learning.
2. Lexical Applications
• These platforms are designed for active vocabulary learning:
flashcard systems, vocabulary learning apps, intelligent tutoring
systems. They mainly support form-focused learning.
 Framework for Categorizing Technology-
Mediated L2 Vocabulary Learning
• Technology-mediated vocabulary learning exists on a
continuum:
• Tool → incidental → meaning-focused

• Tutor → intentional → form-focused

Effective vocabulary learning technology often combines both

ends of this continuum.
 Discussion
• In what ways can teachers integrate lexical tools and
applications into their classrooms?
 Lexical Tools in Detail
• E-dictionaries: Online vs. mobile apps (Merriam Webster,
[Link], Oxford Learner’s Dictionary + translation
tools)
• Open online resources: Google search, Wikipedia,
thesauruses.
• Lexical concordancers/corpora: COCA, BNC, Skell

Role of AI in personalized word learning?

 Lexical Applications in Detail
• Technology-mediated incidental learning (reading, listening,
watching videos).
• Communication-based lexical learning (chats, social media,
discussion forums)
• E-vocabulary lists/flashcards (SuperMemo, Anki, iKnow!,
Word Engine).
• Dedicated vocabulary learning apps: Wordchip, Lexica,
CAVOCA, WUFUN software
 Some Examples
Vocabulary Builders & Word Learning Apps
• Anki – uses spaced repetition to help users memorize vocabulary effectively.
• Quizlet – allows users to create flashcards and play vocabulary games.
• Memrise/Duolingo – use gamification and spaced repetition to reinforce vocabulary
learning.
• WordUp Vocabulary – provides definitions, usage examples, and AI-powered learning
plans.
• Magoosh Vocabulary Builder – designed for academic English and test preparation.

Context-Based Vocabulary Learning

• BBC Learning English (App & Website) – offers vocabulary in real-life contexts
through news and stories.
• FluentU – teaches vocabulary through interactive videos with subtitles and quizzes.
• LingQ – helps learners acquire vocabulary from authentic content like news and podcasts.
 Some Examples
Collocation & Phrase Learning
• English Collocations in Use (App & Book) – helps learners understand natural
word pairings.
• Rewordify – simplifies difficult English texts and highlights important vocabulary.
• Phrasal Verbs Machine (Cambridge) – focuses on phrasal verbs with animations
and explanations.
• Just The Word- to find natural collocations.

AI & Smart Vocabulary Trainers

• EWA English – uses AI to suggest personalized vocabulary lessons.
• ChatGPT or other AI-based Chatbots – engages learners in contextual vocabulary
practice.
• HelloTalk – connects learners with native speakers for real-world vocabulary use.
Emerging Mobile-Assisted Vocabulary Learning
(MAVL)
• Learning vocabulary through mobile technologies while moving
across different learning contexts (vocabulary apps on smartphones,
dictionary apps during reading, learning words through videos,
songs, or messages).

• The focus is not only on mobile devices, but on mobile learners

who learn across different environments.

• Mobile vocabulary learning should complement traditional

computer-based learning (CAVL) to create more effective and
flexible vocabulary learning opportunities.
 Primary MAVL Applications
Earlier, SMS-based learning
• Item-based or contextualized
• Repeated exposure (spaced repetition)
• Internal memory process? Downsides?

Later, intelligent or personalized vocabulary systems that can

• track learner performance and adapt learning.
• monitor learner progress and difficulties
• generate personalized vocabulary exercises
• combine reading with vocabulary practice
 Diverse MAVL Applications in Mobile
Learning/Teaching environments Naismith et al.
(2004)
Mobile technologies support multiple forms of vocabulary
learning beyond the classroom:
• Situated learning

• Collaborative learning

• Constructivist learning

• Informal and lifelong learning

 Diverse MAVL Applications in Mobile
Learning/Teaching environments Naismith et al.
(2004)
Situated Learning
• authentic contexts that mirror real-world situations.
• on-the-go, context-aware experiences (vocabulary based on
location)
Collaborative Learning
• communication and teamwork through chat, forums, and
shared documents, supporting peer interaction beyond the
classroom.
 Diverse MAVL Applications in Mobile
Learning/Teaching environments Naismith et al.
(2004)
Constructivist Learning
• Learners actively construct their own knowledge rather than
passively receiving information by exploring concepts through
research, interactive simulations, and self-guided activities.
Informal and Lifelong Learning
• Learning extends beyond formal education to everyday
experiences and self-directed exploration through apps,
podcasts, MOOCs, and microlearning platforms, allowing
individuals to acquire knowledge anytime, anywhere.
• What challenges do learners face in using technology for
vocabulary learning?
 Challenges in MAVL and CAVL
• Screen size limitations (CAVL)
• Distractions from non-learning activities.
• Entertainment
• Competitive nature of activities
• Need for better integration with formal learning environments.
 Lexical tools to cater for MAVL
• Dictionary look-up speed (mouse-click display function)
• Desktop hanging function (website)
• Third and fourth stages
• Linked with lexical concordancers
 Training and Self-Regulated Vocabulary
Learning
• Learners often do not automatically know how to use CALL or
mobile tools effectively, so they need (1) training and (2) self-
regulation skills
• Training matters because learning outcomes depend on how
learners interact with technology.
• Students need guidance on strategies for using digital vocabulary
tools and learn vocabulary.
• Teachers should also help learners develop self-regulation skills to
enable learners to plan, monitor, and manage their own
vocabulary learning in both computer-based (CAVL) and mobile-
based (MAVL) environments.
 Learner Training
Role of teachers?
• Introducing memory strategies such as verbal association,
imagery, rhyming, mnemonics, note‐taking, contextualization,
grouping, analysis, physical response, and alliteration to
strengthen form-meaning connections in vocabulary learning.

• Providing training on vocabulary knowledge (collocations, word

families, register), effective dictionary use, and strategies for
learning collocations.
 Self-Regulating the Learner
Learner Autonomy: the ability to take charge of one’s learning
effectively (Little, 1991).
Self-regulation: “self‐generated thoughts, feelings, and actions
that are planned and cyclically adapted to the attainment of
personal goals” (Zimmerman, 2000, p.14).
 Self-Regulating the Learner
Self-regulated learning phases (Zimmerman, 2000):
1. Forethought phase (goal setting, planning).
2. Performance phase (monitoring, time management).
3. Reflection phase (self-evaluation, adaptation).

• Vocabulary learning systems and activities should help learners

plan, monitor, and reflect on their learning, especially in out-
of-class mobile learning environments.
• What future developments do you foresee in AI-assisted
vocabulary learning?
 Quizlet
BBC Learning English
Magoosh Vocabulary Builder
Duolingo/Memrise
Anki
WordUp Vocabulary
Pair Work
LingQ
English Collocations in Use
Rewordify
Phrasal Verbs Machine (Cambridge)
Just The Word
HelloTalk