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dc.contributor.authorSmith, Carson
dc.date2021-05-19
dc.date.accessioned2021-10-25T21:48:45Z
dc.date.available2021-10-25T21:48:45Z
dc.date.issued2021
dc.identifier.urihttps://repository.tcu.edu/handle/116099117/49039
dc.description.abstractA foreign language is defined as nonnative and outside of the natural linguistic community. Benefits of learning a foreign language are that it heightens employability, it positively affects cognitive functioning, and it increases cross-cultural awareness. Research on optimal presentation formats in computer-assisted instruction has been minimally extended to foreign language vocabulary learning. The goal of this study was to compare the effects of a pair-test (PT) procedure and a high-density response construction (HDRC) procedure on foreign-language vocabulary acquisition. We hypothesized that participants would learn faster in the HDRC condition and perform better on transfer and retention tests. However, no differences were found between conditions, suggesting that a greater density of constructed responses does not necessarily translate into better outcomes.
dc.titleComputer-Assisted Foreign-Language Vocabulary Instruction
etd.degree.departmentPsychology
local.collegeCollege of Science and Engineering
local.collegeJohn V. Roach Honors College
local.departmentPsychology


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