How Computer-based and Paper-based Modes of Learning Affect Student Performance on Vocabulary Tests in the TOEIC Classroom

Nicholas Stone (), Yusuke Hayasaka (), Chizuko Aiba (), Reiko Yamashita () and Jason Barrows ()
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Nicholas Stone: Tung Wah College
Yusuke Hayasaka: International University of Health and Welfare
Chizuko Aiba: Tokyo Denki University
Reiko Yamashita: Seijo University
Jason Barrows: Tokyo Denki University

International Journal of Teaching and Education, 2017, vol. 5, issue 2, 105-116

Abstract: The authors of this paper examined how paper-based vs. computer-based modes of learning affected student performance on TOEIC vocabulary tests for known and unknown words. Japanese university students were tested on two different TOEIC vocabulary registers to see how the mode of learning affected student performance on vocabulary tests. The results show all students, including higher ability students, perform better on paper-based over computer-based tests and this performance is carried through all levels of ability until students become familiar with the vocabulary, and their cognitive load is decreased. This indicates that all students when challenged by new and unknown data would initially perform better with paper-based modes of learning. This has important implications for the teaching of new TOEIC vocabulary both at the institutional and classroom level.

Keywords: TOEIC; computer-based modes of learning; paper-based modes of learning; learner preference; learning styles; test mode effect; vocabulary learning (search for similar items in EconPapers)
JEL-codes: I21 I23 (search for similar items in EconPapers)
Date: 2017
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Persistent link: https://EconPapers.repec.org/RePEc:sek:jijote:v:5:y:2017:i:2:p:105-116

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