Abstract:

This study examined the effect of using computer-assisted-language-learning (CALL), which combines both conscious (visual and auditory dimensions) and subconscious components (alpha waves, subliminal stimuli messages, and breathing exercises) in the acquisition of a foreign language. The study explored two factors related to the acquisition of a foreign language: the duration and scope of the learning process, and the depth of assimilation of the newly acquired language (active and passive recall; active and passive recognition). An editional objective was to assess the learning method in the two learning environments: a computer with headphones (multimedia) and a virtual reality headset (VRH), in order to determine if the learning environment affects the learning results and leads to better retention of new vocabulary.

One hundred French speakers participated in the research with an average age of 47.5, who had no prior knowledge of Hebrew or, at most, knew only a few Hebrew words. The participants were divided into two learning groups (multimedia and VRH). They studied Hebrew for five days. The learning took place thirty minutes every evening and was followed by a quick five-minute review the following morning.

The post-learning test pointed out that both groups improved their vocabulary scores significantly. The scores indicated that the vocabulary improvement was similar in both groups in terms of the number of newly acquired words and the depth of processing of vocabulary (the ability to recognize and recall the words). Hence, we found that both learning environments support the acquisition of vocabulary and improve the ability to recall and process information. No distinct difference was found regarding the learning results between the different learning environments (multimedia versus VRH). Approximately one month after the learning experience, we administered a knowledge retention test to 32 of our participants and found that the level of knowledge had been retained. Finally, background variables (e.g., gender, age, previous knowledge of Hebrew) were not found to affect the learning results.

The findings indicate that computer-assisted language learning, which integrates conscious and subconscious components in both learning environments (multimedia and VRH), contributed considerably to accelerating the speed of learning, broadening the scope of newly acquired words, and ensuring retention. The level of improvement observed in our study is notably higher than reported in the literature that had previously evaluated computer-assisted language learning.

Keywords:

Accelerated learning, Acquisition of foreign language, Lozanov model, computer aided instruction, virtual reality.