Exploring the effects of using mixed-modality vocabulary learning strategy on vocabulary retention

Abstract

This study investigated the effects of mixed-modality vocabulary learning strategy use on vocabulary retention. To fulfill the purposes of this study, a CALL system called MyEVA was employed. A within-subjects experiment was conducted to examine the effects of three vocabulary learning tools: MyEVA, internet dictionary, and traditional paper-based dictionary. The findings indicate that mixed-modality with preference strategy setting stimulates the greatest vocabulary acquisition and the best retention for L2 students.