Many language teachers have been looking for more innovative and interesting approaches to improve online second language reading and writing instruction. Pan and Huang (2009) developed a web-based college English outside reading (which they abbreviated as a WBEOR) learning system for freshmen, evaluated recently in Japan’s JALTCALL Journal. While their site was not made publicly available for testing, the writer compared his online reading-writing course with his research partner’s in Taiwan (Huang et al., 2009) from Fall 2007-Spring 2008. Common points between these studies are their search for features that enhance language learning motivation, web-based learning satisfaction, and both English reading and writing achievement as well as L2 vocabulary acquisition rates. Two other recent studies related to CALL-enhanced writing instruction are Chang, Chang, Chen, and Liou (2008) and Napolitatno and Stent (2004).
Dictionary research has sought to answer general questions about which kinds of electronic portable, software or online dictionaries offer the best support for vocabulary and language learning. Our study in particular sought to find out to what extent using a pre-organized, bilingualized online glossary based on an author-designed computerized version of the Semantic Field Keyword Approach would enhance both vocabulary learning and use by Japanese and Chinese learners engaged in five “Collaborative Writing Exchanges.”