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The resources included concordance, dictionary, cloze-builder, hypertext materials, and an interactive self-quizzing database. The target set combined Coxhead’s Academic Word List with additional unfamiliar words drawn from academic texts and entered into the database when context supported meanings and cognates were unavailable. Pre- and post-treatment tests measured learning gains, while regression analyses linked tool use to outcomes.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/expanding-academic-vocabulary-with-an-interactive-on-line-database-research-paper/426231/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/expanding-academic-vocabulary-with-an-interactive-on-line-database-research-paper/426231.png","ImageObject",300,407,{"name":92,"@type":93},"Lucas Martin","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15","2026-09-28",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What tools were used to support vocabulary learning in the course?","Question",{"text":112,"@type":113},"Students used concordance, dictionary, cloze-builder, hypertext tools, and a database that provided interactive self-quizzing.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the vocabulary list selected for learning?",{"text":117,"@type":113},"The study targeted words from Coxhead’s Academic Word List and additional unfamiliar words encountered in academic texts, selected for entry into the course database.",{"name":119,"@type":110,"acceptedAnswer":120},"How were learning gains evaluated?",{"text":121,"@type":113},"Pre- and post-treatment performance on tests of the targeted words was compared, and regression analyses examined relationships between specific tool use and gains.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},426231,1790718399,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},8796095360427,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","EXPANDING ACADEMIC VOCABULARY  \nWITH AN INTERACTIVE ON-LINE DATABASE  \nMarlise Horst  \nConcordia University  \nTom Cobb  \nUniversité de Québec à Montreal  \nIoana Nicolae  \nConcordia University  \nABSTRACT  \nUniversity students used a set of existing and purpose-built on-line tools for vocabulary learning in an experimental ESL course. The resources included concordance, dictionary, cloze-builder, hypertext, and a database with interactive self-quizzing feature (all freely available at [www.lextutor.ca](www.lextutor.ca)). The vocabulary targeted for learning consisted of (a) Coxhead's (2000) Academic Word List, a list of items that occur frequently in university textbooks, and (b) unfamiliar words students had met in academic texts and selected for entry into the class database. The suite of tools were designed to foster retention by engaging learners in deep processing, an aspect that is often described as missing in computer exercises for vocabulary learning. Database entries were examined to determine whether context sentences supported word meanings adequately and whether entered words reflected the unavailability of cognates in the various first languages of the participants. Pre-and post-treatment performance on tests of knowledge of words targeted for learning in the course were compared to establish learning gains. Regression analyses investigated connections between use of specific computer tools and gains.  \nINTRODUCTION  \nIn a 1997 review of research-informed techniques for teaching and learning L2 vocabulary, Sökmen issued the following challenge to designers of software for language learners:  \nThere is a need for programs which specialize on a useful corpus, provide expanded rehearsal, and engage the learner on deeper levels and in a variety of ways as they practice vocabulary. There is also the fairly uncharted world of the Internet as a source for meaningful vocabulary activities for the classroom and for the independent learner. (p. 257)  \nThe quote is interesting in a number of ways . One obvious point is that the Internet has become familiar territory for both course developers and language learners in the years since 1997. But much remains uncharted: few of the many vocabulary activities available on-line have been studied in any detail to determine their effectiveness for language learning. In this study, we take a step toward addressing this deficit. We begin by expanding on Sökmen's remarks to delineate the theoretical and research underpinnings for the design of principled computerized vocabulary activities. Then we describe a new set of tools for studying vocabulary that were designed to implement these principles. The tools are freely available to researchers, educators, learners, or anyone with access to a computer with an Internet connection, and they can be used with learners of English or French. Currently, the tools are used in English courses in 15 countries across five continents. In the second half of the paper, we examine how learners used the tools and delineate the vocabulary gains they achieved ; finally, we lay out an agenda for future research.  \nSökmen's (1997) criteria for designing computerized vocabulary activities reflect theoretical and research insights from several different perspectives. The first criterion of specializing on a \"useful corpus\" speaks to the powerful impact corpus linguistics has had on L2 vocabulary acquisition studies. During the last 20 years, ever larger corpora of materials in various genres (e.g., academic textbooks in English) have been analyzed using ever more powerful computers. This has allowed researchers to identify with a high degree of specificity which recurring words and phrases a language learner would profit most from studying, given his or her learning goals (e.g., Biber, Conrad, & Reppen, 1994; McCarthy & Carter, 1997; Schmitt, 2004; Simpson & Mendis, 2003) . Lists of frequent English word families and the extent to which they offer coverage ofpa","cbCaijxlslE7TRfX","https://ap.wps.com/l/cbCaijxlslE7TRfX","pdf",651579,21,"English","# Introduction\n## Research background and design criteria\n## Role of corpus-based word selection\n## Depth of processing in computer activities","[{\"question\":\"What tools were used to support vocabulary learning in the course?\",\"answer\":\"Students used concordance, dictionary, cloze-builder, hypertext tools, and a database that provided interactive self-quizzing.\"},{\"question\":\"How was the vocabulary list selected for learning?\",\"answer\":\"The study targeted words from Coxhead’s Academic Word List and additional unfamiliar words encountered in academic texts, selected for entry into the course database.\"},{\"question\":\"How were learning gains evaluated?\",\"answer\":\"Pre- and post-treatment performance on tests of the targeted words was compared, and regression analyses examined relationships between specific tool use and gains.\"}]","EXPANDING ACADEMIC VOCABULARY WITH AN INTERACTIVE ON-LINE DATABASE - Research paper | PDF",1790639853,53]