The Effects of Prior Knowledge on Satisfaction and Learning Effectiveness in Using an English Vocabulary Learning System

Abstract

In Taiwan, learning English vocabulary is never easy for the learners of the English as a second language. In fact, for students learning English, vocabulary acquisition and development can be one of the most challenging and frustrating experiences. Additionally, the learners’ previous learning experience and prior knowledge can also impact learning effectiveness. This study aims to explore the correlation between satisfaction and learning effectiveness when using an English vocabulary learning system with junior college freshmen at the beginning of their school year. The research subjects consisted of 233 students from a junior college in northern Taiwan who participated in a 4-week empirical research study. The research yielded positive results, demonstrating progress in English vocabulary learning through the use of the vocabulary learning system. Furthermore, it was observed that learners with lower levels of prior knowledge expressed higher levels of satisfaction and improvement compared to those with higher levels of prior knowledge. Based on these research findings, the authors provide conclusions and teaching suggestions for future reference in language teaching.