The Effect of Autonomous Learning Mode Combined with Computer-Assisted Language Learning on Vocabulary Acquisition

This paper investigates the impact of autonomous learning mode combined with computer-assisted language learning (Watch-Summary-Question (WSQ) strategy implementation) on vocabulary acquisition among English as a Foreign Language (EFL) learners at the tertiary level. The study aims to address three research questions: 1) Can autonomous learning mode combined with computer-assisted language learning improve the accuracy of pronouncing topic-specific vocabulary words? 2) Can autonomous learning mode combined with computer-assisted language learning increase the amount of topic-specific vocabulary words? 3) Can the self-study model combined with computer-assisted language learning improve the motivation of autonomous learning? The quasi-experimental research design consists of pre-tests, six weeks of intervention involving WSQ worksheets, and post-tests. The participants comprised 17 EFL learners pursuing diverse majors, aged between 18 to 21 years. Data were collected through an autonomous learning survey, and vocabulary pre-test and post-test assessments. The WSQ approach effectively improved vocabulary acquisition, demonstrating notable progress in pronunciation accuracy and vocabulary expansion, particularly for food-related target words. The findings align with previous research. However, learners' lower word acquisition scores compared to pronunciation accuracy may be attributed to limited initial vocabulary knowledge and the design of the WSQ strategy. The research contributes to the literature on computer-assisted language learning and offers insights into optimizing language learning outcomes through autonomous learning mode combined with computer-assisted language learning. It highlights the potential of the WSQ strategy in enhancing vocabulary acquisition and motivating autonomous learning in technology-mediated educational settings.