Technological Interface Components that Support Accelerated ‎Learning in the Acquisition of Foreign Language Vocabulary

There is a need to find innovative learning methods that enable accelerated learning of ‎a foreign language. This study examined the effect of computer-assisted language ‎learning (CALL) in acquiring a foreign language, which combines cognitive and ‎emotional stimuli in the background. ‎ 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 internalization of the newly ‎acquired language. Another objective was to assess the learning method in two ‎learning environments, a multimedia setting and a virtual reality headset (VRH), to ‎determine if the learning environment affects the learning results and leads to better ‎vocabulary retention. ‎ One hundred native French speakers, with an average age of 47.5, participated in the ‎study and had no prior knowledge of a new native language. We randomly divided the ‎participants into two groups (multimedia and VRH). They studied 550 words in a new ‎native language for five days: 30 minutes each evening and 15 minutes in the morning.‎ The post-learning test pointed out that both groups improved their vocabulary scores ‎significantly. Approximately one month after the learning experience, we administered ‎a knowledge retention test to 32 participants and found that the level of knowledge had ‎been retained. Finally, background variables (e.g., gender, age, previous knowledge of ‎the new native language) did not affect the learning results. ‎ The findings indicate that CALL, which integrates background cognitive and ‎emotional stimuli in both learning environments, significantly accelerates learning ‎pace, broadens the scope of newly acquired words, and ensures retention. The level of ‎improvement observed in our study is notably higher than reported in the literature ‎that had previously evaluated CALL and in-class language acquisition.