Abstract
This study aimed to enhance vocabulary acquisition among university graduates using a personalized system that incorporates two strategies based on the involvement load hypothesis: context readability and task diversity. Context readability involves understanding learners’ interests and suggesting learning tasks within their preferred contexts, while task diversity focuses on tracking learners’ progress and recommending various learning tasks to ensure comprehensive training for each target word. To evaluate the effectiveness of the proposed system, 30 university graduates were divided into three groups: a control group, a group with only task diversity, and a group with both context readability and task diversity. The learning performance of participants was assessed through pre- and post-vocabulary tests. Results show that integrating both strategies is most effective in enhancing vocabulary acquisition for university graduates. Future research could refine the system and explore additional strategies for diverse learner populations.
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The research has been supported by the Interdisciplinary Research Scheme of the Dean’s Research Fund 2021/22 (FLASS/DRF/IDS-3 2022) of The Education University of Hong Kong.
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Cheng, G., Zou, D. (2024). Towards the Design of a Personalized Vocabulary Learning System for University Graduates Based on Context Readability and Task Diversity. In: Cheung, S.K.S., Wang, F.L., Paoprasert, N., Charnsethikul, P., Li, K.C., Phusavat, K. (eds) Technology in Education. Innovative Practices for the New Normal. ICTE 2023. Communications in Computer and Information Science, vol 1974. Springer, Singapore. https://doi.org/10.1007/978-981-99-8255-4_12
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DOI: https://doi.org/10.1007/978-981-99-8255-4_12
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