Research

Published Research

1500 Word Vocabulary Increase in One Year. Is it Possible? Wiltshier, J. (2013) Miyagi Gakuin Women's University English Department Journal Vol. 42
WordEngine was introduced to all 1st and 2nd year Miyagi Gakuin students. A weekly goal of 300 correct responses was set. This paper reports the methods employed and the results achieved. The author's findings suggest several practical ideas that teachers can use to promote very high levels of participation and very high levels of new vocabulary acquisition.
Vocabulary learning through an online computerized flashcard site McLean, S., Hogg, N., & Rush, T. (2013). JALT CALL Journal Vol. 9, No. 1
This independent study employed Nation's Vocabulary Size Test to compare the relative efficacy of graded reading versus WordEngine. The findings indicate WordEngine contributes significantly more toward increasing vocabulary size than does graded reading and the authors suggest that assigning WordEngine for out-of-class use will quickly increase learners' receptive vocabulary knowledge.
A Review of "Digitised Vocabulary Acquisition: Lexxica Word Engine" Hall, S. J. (2012). English Language Teaching World Online Volume IV.
The Word Engine system provides an innovative set of online tools for English language vocabulary learning. This report will outline the system's rationale and briefly describe its methodology.
Effects of web-based vocabulary training for TOEIC Agawa, G., Black, G., & Herriman, M. (2011). JALT2010 Conference Proceedings. Japan Association of Language Teachers - Tokyo.
Many Japanese universities use TOEIC as an independent means to assess students' English progress. The university where this research was conducted decided to implement a TOEIC vocabulary-learning program based on the Word Engine. Highlights of the findings include: Participants showed a total mean-score increase of 55 points. A student survey showed that about 60% liked using the Word Engine, and 75% agreed or strongly agreed that it helped with their TOEIC score.
Japanese High School Textbooks: Help or Hindrance? Browne, C. (1998) Temple University Japan Working Papers in Applied Linguistics, 12, pp. 1-13.
This article discusses the difficulty of Japanese high school textbooks in terms of readability indexes as well as lexical load. Results indicate that although most passages were rated as relatively easy by the readability formulas, lexical difficulty was extremely high, partially explaining the need for Japanese students and teachers to rely on translations and dictionaries.
Japanese EFL Reading Texts: How Readable Are They? Browne, C. (1996) Temple University Japan Working Papers in Applied Linguistics, 8, pp. 28-41.
This article compare the difficulty of Japanese high school textbooks  with the difficulty of other kinds of EFL/ESL texts, as well as college textbooks used in English speaking countries. One of the key findings of the study was that high school reading texts appear to be even more difficult in terms of readability and vocabulary than most college texts, as well as some texts written for native speakers.
New Perspectives on CALL for Second and Foreign Language Classrooms Browne, C. and Fotos, S. (2004) Mahwah: NJ: Lawrence Erlbaum Associates.
This practical handbook is designed to help language teachers, teacher trainers, and students learn more about their options for using computer-assisted language learning (CALL) and develop an understanding of the theory and research supporting these options.  The chapters in New Perspectives on CALL for Second Language Classrooms synthesize previous CALL theory and research and describe practical applications to both second and foreign language classrooms, including procedures for evaluating these applications.

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Vocabulary Acquisition Through Reading, Writing, and Tasks: A Comparison Browne, C. (2003) Unpublished Doctoral Dissertation, Temple University Japan.
Due to a lack of quantitative studies that either support or refute the Pushed Output Hypothesis (Swain, 1985), this study attempts to establish baseline quantitative data on the effectiveness of pushed output. Specifically, pushed output's role in helping learners to acquire a receptive knowledge of new lexical items was compared with more traditional approaches to teaching new vocabulary words, namely, via classroom reading tasks (an input-based approach) and vocabulary activity worksheets (a task-based approach). Results indicated that regardless of the language level of the learner, significantly more words were learned by the Pushed-Output condition. A secondary finding was that the vocabulary size of the learner significantly influenced the amount of words learned in each condition. Pedagogic implications are discussed.
To Push or Not to Push: A Vocabulary Research Question Browne, C. (2002) Aoyama Ronshu, Aoyama Gakuin University Press, Number 43, pp. 93-120.
In this study, vocabulary was introduced to learners via three different methods representing strong theoretical perspectives on second language vocabulary acquisition; extensive reading (Input-Hypothesis), activity-based (Task-based learning), and writing words in original sentences (Pushed Output Theory and Depth of Processing Theory). Results indicate that regardless of the language level of the learner, significantly more words were learned by the Pushed-Output condition.
CALL Lab Design 101: Proceed at Your Own Risk Browne, C. (2004) "Media no Ibunkakan Eikyoryoku", Aoyama Gakuin University Sokken Research Institute, pp. 1-28.
Constant innovations in CALL technology often seem to render the purchase of the "latest" model almost obsolete by the time it arrives, leaving decision makers with a bewildering and sometimes intimidating array of choices. The purpose of this article is to help bridge the gap between teachers and CALL lab decision makers highlighting key issues to consider and giving practical advice to facilitate making decisions.
The Development of CALL and Current Options, New Perspectives on CALL for Second and Foreign Language Classrooms Browne, C. and Fotos, S. (2004) in New Perspectives on CALL for Second and Foreign Language Classrooms (pp.3-14), Mahwah: NJ: Lawrence Erlbaum Associates.
This chapter traces the development of Computer Assisted Language Learning (CALL) as a field, and introduces promising research and ideas for the future of CALL.

Academic Research that Informs Lexxica's Pedagogy

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