Online English vocabulary learning on different systems for non-English speakers

This paper introduces an empirical study to investigate and compare learning vocabulary using different interaction systems (static, adaptable and an adaptive) learning websites. The purpose of this study is to measure learning vocabulary achievements on non-English language speakers. The participants were Arabic speakers. The aim of the study is to compare the overall usability of these systems in terms of the number of tasks completed by all students and the number of students completing all of the tasks. These were tested independently by three separate groups, each consisting of 33 students (99 student's total). The results show that there was no difference in terms of usability between the three platforms at the overall level and at the individual level (as measured by the system usability scale (SUS)), but there was a difference in learning achievement; further, there was higher achievement in both the adaptive and adaptable systems compared to the static system.