Optimising Incidental Vocabulary Learning through Task Type, Language Proficiency, and Semantic Elaboration in Intelligent Education

This study examines the intricate relationships between task type, semantic elaboration, and learner proficiency on the incidental acquisition of vocabulary in English for Specific Purposes (ESP) within the context of computer-assisted learning environments. A cohort of 127 Business English learners engaged in a range of tailored tasks aimed at fostering comprehensible output and enhancing language production skills. Subsequent assessments measured their ability to recognise and recall vocabulary items. While individual task processing factors did not attain statistical significance in isolation, a salient interaction emerged between task types and learner proficiency levels, highlighting the pivotal role of proficiency in moderating the impact of task type on vocabulary acquisition. By focusing on vocabulary acquisition through language production, this research addresses a significant gap in current literature, which tends to prioritise comprehension over production in CALL. The findings underscore the imperative of integrating task type and learner proficiency considerations into the design of intelligent language learning interventions, offering nuanced understanding of the complex dynamics between focus-on-form, semantic elaboration, and proficiency in ESP settings.