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<p>Computer-assisted language learning applications vary in the extent to which they require active student responding. The present study compared acquisition and retention of vocabulary words taught under two instructional conditions. The discrete-trial condition required a typed student response after every instance of stimulus presentation and additionally employed fading of textual prompts. The stimulus pairing condition, by contrast, did not require any student responding except in probe trials (identical in both conditions). Participants were college students, and the instructional program targeted tacts in Experiment 1 (<i>N</i> = 9) and native-foreign intraverbals in Experiment 2 (<i>N</i> = 8). Instructional condition did not consistently affect correct responding in probes conducted throughout instruction. On average, however, participants made significantly more correct responses to discrete-trial than stimulus-pairing targets in a portion of immediate posttests and one-week follow-up tests for instructed and emergent responding. Effects on retention may have been partially obscured by differential retention of sets of instructional targets.</p>

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Comparison of Discrete-Trial and Stimulus-Pairing Procedures in Computer-Assisted Language Learning

  • 期刊论文

  • 发表日期：

    2026年2月12日

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  • Carson J. Smith,
  • Harrison Perry,
  • Juliana S. C. D. Oliveira,
  • Sadie Klassen,
  • Reagan E. McGee,
  • Anna Ingeborg Petursdottir

摘要

Computer-assisted language learning applications vary in the extent to which they require active student responding. The present study compared acquisition and retention of vocabulary words taught under two instructional conditions. The discrete-trial condition required a typed student response after every instance of stimulus presentation and additionally employed fading of textual prompts. The stimulus pairing condition, by contrast, did not require any student responding except in probe trials (identical in both conditions). Participants were college students, and the instructional program targeted tacts in Experiment 1 (N = 9) and native-foreign intraverbals in Experiment 2 (N = 8). Instructional condition did not consistently affect correct responding in probes conducted throughout instruction. On average, however, participants made significantly more correct responses to discrete-trial than stimulus-pairing targets in a portion of immediate posttests and one-week follow-up tests for instructed and emergent responding. Effects on retention may have been partially obscured by differential retention of sets of instructional targets.