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

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Title: Comparison of Discrete-Trial and Stimulus-Pairing Procedures in Computer-Assisted Language Learning.
Authors: Smith, Carson J. (AUTHOR), Perry, Harrison (AUTHOR), Oliveira, Juliana S. C. D. (AUTHOR), Klassen, Sadie (AUTHOR), McGee, Reagan E. (AUTHOR), Petursdottir, Anna Ingeborg (AUTHOR)
Source: Journal of Behavioral Education. Jun2026, Vol. 35 Issue 2, p750-772. 23p.
Subjects: Computer assisted language instruction, Teaching methods, Long-term memory, Lexicology, Foreign language education, Student engagement
Abstract: 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. [ABSTRACT FROM AUTHOR]
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Database: Psychology and Behavioral Sciences Collection
Description
Abstract: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. [ABSTRACT FROM AUTHOR]
ISSN:10530819
DOI:10.1007/s10864-026-09621-2