a1 Aston University, Birmingham, UK (Email: email@example.com)
a2 Aston University Nova Training, UK
This article reports on aspects of an investigation into learners' approaches to vocabulary learning that was carried out as part of an experimental project integrating CALL into an ESL (English as a Second Language)/computer training course. Data from two of the learners is presented, and contrasting ‘deep’ and ‘surface’ approaches are identified. The link between approach and learning outcome is demonstrated. The importance of qualitative analysis of learning processes, and the possible contribution of CALL to this kind of analysis, is discussed.