The effects of paired associate learning in university English classes: Instructional chunks and learner self-efficacy

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The Principal Investigator (PI) conducted an experiment comparing digital flashcards that were either monolingual (English/English) or bilingual (English/Japanese) for vocabulary acquisition. The study involved 54 participants and assessed the effectiveness of using English meanings during flashcard learning for intermediate-level English language learners. Post-test data were collected for two separate learning sessions. Vocabulary size data and learning results data were also collected. This study's results can inform language learning strategies for Japanese students transitioning from beginner to intermediate proficiency levels. Specifically, he hypothesized that using English meanings for memorization could enhance vocabulary acquisition and English fluency development. The PI will present findings at Vocabulary@Victioria in Wellington, New Zealand, in December 2023 and publish them in a relevant international journal to contribute insights on optimizing flashcard learning methods for vocabulary acquisition.The Co-Investigator's research focused on investigating positive aspects of language learning and the role of positive psychology in promoting language learning outcomes. His work challenged the traditional "deficit orientation" of educational research by exploring factors such as enjoyment in learning and academic resiliency (also known as grit), which have been shown to predict positive learning outcomes. In addition, he advised other researchers to conduct research related to positive psychology in the context of studying abroad.