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ACTIVITY THEORY AND COMPUTER-ASSISTED LEARNING OF ENGLISH VOCABULARY 1

This paper describes a study that brings together activity theory, computerassisted language learning, individual differences and classroom vocabulary learning. The context the research is a quantitative study of student on-line reading, word look-ups, and learning outcomes. During this research, the goals of the researchers and the goals of the students in the use of the tool did not fully coincide. A qualitative study explored these differences using class observation, questionnaires, and interview data. Participants included several first language backgrounds, including many Arabic-speaking and Korean-speaking learners. Students’ goals and operations divided into two main groups. Some students prefer to read, look-up words using the tool and take notes, while others prefer to consult their teachers while using the tool and take fewer notes. The students’ sociocultural background and attitudes to learning affected their use of the tool, but had only marginal effects on immediate vocabulary learning. However, a trend for better learning emerged for those students who looked up many target words as well as non-target words. Implications for teachers and programmers are that students transform the tool due to their short-term goals and not always the long-term objectives that they and their teachers may appear to share.