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This paper explores whether the CALL-based self-directed vocabulary learning could significantly improve students’ strategy use and thereby enhance their self-directed vocabulary learning in comparison with the paper-based version. Subjects for the study were sixty-one freshmen from two classes at a university in China. They were randomly assigned to adopt a newly-developed learning system and a corresponding printed material. Subjects completed preand postquestionnaire surveys at the start and end of the study respectively, through which data were collected on students’ satisfaction levels with their strategy use. It was ultimately revealed that there were key differences in strategy use between the two groups.

Strategy Use in CALL-Based Self-Directed Foreign Language Vocabulary Learning