Effects on vocabulary learning using computer-assisted morphemic analysis instruction

This paper reports the preliminary results on using computer-assisted morphemic analysis in Chinese vocabulary learning. Native English-speaking high school students recruited from an AP Chinese course participated in the study. Two kinds of vocabulary expansion approaches were examined: a form-based expansion (words with one common character) and a phonetic-based expansion (words with one homophonic/homonymic character). After three weeks of computer-assisted instruction, both groups performed better on the word recognition tests. However, there are no significant differences between the improvements of the two groups. Furthermore, students with lower scores on the pre-test performed much better on the post-test only in the form-based expansion group.