Ritsumeikan Asia Pacific University
This paper reports the results of an evaluation of online applications for vocabulary learning. The investigation followed an argument-based approach (Gruba, Cardenas-Claros, Suvarov, and Rick, 2016). Various online vocabulary systems were investigated. Following a system of evidence gathering and member checks, themes emerged with arguments for how each system best supports the vocabulary learning of Japanese university EFL learners. Methods included interviews with CALL experts, reading extant research, and a micro-level quasi-experimental comparison between two Pre-Intermediate English classes. One group used Tool A and the other used Tool B for the semester. Additionally, individual students were videotaped and interviewed while using both systems. The two groups were tested using the Pearson Progress test at the beginning and end of the semester and matched t-tests were performed to determine whether either system had an effect on Progress test vocabulary sub-scores. The results will include our reflections on the argument-based evaluation system.