Clicking Behaviour with Computer Textual Glosses and Vocabulary Knowledge

Framed within the interaction approach (Mackey, 2012) in second language acquisition, this study investigates if learnercomputer interactions can facilitate vocabulary development. Chapelle (2003) considers humancomputer interactions as one form of interaction besides the welldocumented conversational interaction and the interactions that take place inside the language learner’s mind. Specifically, the study looks at students’ interactions with a computeraided textual gloss and if the use of such glosses are able to aid the students in their vocabulary development.  The purpose of the study is to explore and describe how English as a second language learners use a computeraided vocabulary gloss in an online reading text to develop their vocabulary knowledge.  To track the vocabulary development of the students, tests measuring vocabulary knowledge were designed to evaluate the students’ recognition and productive vocabulary knowledge.  Using descriptive statistics together with ANOVA, and correlation measures to analyse data, it was revealed that there were no significant differences in the students’ clicking behaviour and their proficiency levels. Furthermore, it was found out that with more clicks on the glosses, students were able to maintain their vocabulary knowledge after three weeks. The findings seem to auger well for using computer textual glosses for vocabulary development in a second language context.