“eyeVocab is a beautiful, culturally sophisticated tool designed to encourage language students to persist in their pursuit of vocabulary acquisition. It is visually satisfying and intellectually stimulating…”

Nora Dempsey, Director of Arabic Field Institute
U.S. State Department’s Foreign Service Institute

eyeVocab revolutionizes vocabulary acquisition to enhance learning for students at every level. Take it from the instructors and students who have seen eyeVocab in action.

The real measure of a language tool’s efficacy, in our view, is how successful it is in the difficult world of very hard languages. Arabic, for example, is rated by the Defense Language Institute and the Foreign Service Institute as a Category IV language, along with Mandarin, Japanese and Korean. At the DLI and the FSI courses in these languages run thirty hours a week of class time, and of course homework, for eighty eight weeks. Courses in Spanish, a Category I language, require thirty hours a week and homework, for twenty four weeks.

Instructors

Robert Blake, Distinguished Professor of Spanish Linguistics, Founding Director of the University of California Consortium for Language Learning and Teaching, and Director of the Spanish Language Program at UC Davis

“Vocabulary learning is crucial to allowing students to read independently in a foreign language. For this reason, eyeVocab should be part of any language-learning curriculum.”

“eyeVocab leverages sound, text, image, and narrative in service of second-language vocabulary acquisition. Researchers have proven the effectiveness of using multimodal stimuli—pairing sound, text, images, and a narrative—to teach vocabulary in a second language and help students retain what they have studied.”

“I can lend personal testimony to the success learners experience when using eyeVocab, an app that provides sounds, images, and feedback to the learner’s typed responses for every lexical entry.”

“My consortium has used the Arabic desktop version at UC Davis with great success.”

“The choice of illustrations/photos/images has been especially felicitous.”

“The combination of sound, image, definition, notes, and typing practice helps learners anchor each word in their short-term memory and, with additional practice, cement the long-term memory associations that make recall and oral performance possible.”

“The power of images to enhance associative learning is well documented. But rarely do language materials or computer programs offer practice that links the vocabulary items to appropriate images and, then, reinforces these associations with sound and typing as well. What eyeVocab does so well is put all of these associative links together in one convenient learning platform.”

“Integrating eyeVocab into our Spanish language program at UC Davis has been easy and felicitous.”

“To ignore or to underestimate vocabulary acquisition as a key aspect of language instruction would be a big mistake; students will continue to be hamstrung in later courses by any weakness in their command of vocabulary. I am especially glad to see how thoroughly the students who use eyeVocab are able to learn and retain vocabulary, and I look forward to using the system in future years.”

Nora Dempsey, Director of Arabic Field Institute U.S. State Department’s Foreign Service Institute

“The selection of photographs is interesting and clever, which holds the interest of every student and inspires them to review the list time and time again.”

Noha Radwan, Assistant Professor of Arabic and Comparative Literature and Director of the University of California at Davis Summer Arabic Language Intensive

“I can testify to the way the program has drastically sped up the rate at which our students have been learning new vocabulary. I have heard many of our best students swear by the program and the “amazing” effect it has had on their vocabulary acquisition.”

“Additionally the program is quite versatile, allowing students to test themselves on the meaning of the words, their spelling, and their pronunciation. Students can do this on their own time in a language lab or on their home computer, freeing precious class time for other activities. Here at UCD, both the team of instructors and the students have been very pleased with the results of using the program.”

Jason Vivrette, Assistant Academic Director, Tunis Arabic Program 2009–11 of the Critical Language Scholarship Program of the U.S. State Department

“eyeVocab is an enormously effective tool not only for exponentially increasing the speed at which students acquire vocabulary, but also helping them to do so with greater accuracy and increased retention with minimal effort.”

Thaddeus Lisowski, Chair of World Languages Department, Head Royce School

“Students using eyeVocab take dramatic steps in their knowledge of verbal principal parts, complete with perfect spelling and perfect placement of macrons (long marks over certain vowels). Students go from very piecemeal knowledge to almost perfect knowledge of new vocabulary.”

“With each year, I have come to see more and more clearly the superiority of the eyeVocab method for engaging students in an active way in the hard work of vocabulary acquisition.”

Gaye D. Walton-Price, PhD., Arabic Language Instructor, Berkeley City College

“The vocabulary offered by eyeVocab is extensive—it successfully covers all the major texts that are currently in use for Arabic instruction.”

“eyeVocab accomplishes vocabulary learning through methods based on scientific research into the nature of language acquisition in the human brain.”

“Students learn difficult and exhaustive vocabulary, and most important retain it. There is no attrition when eyeVocab is used as it was designed.”

“The program engages visual, aural, oral, and tactile faculties to embed the vocabulary once and for all. With all of these skills involved, students truly learn and retain difficult vocabulary.”

Students

Matt Lancaster, Third Year Arabic Student at UC Davis

“As a university student who has studied multiple foreign languages, I have come to appreciate eyeVocab as the most efficient way to learn new vocabulary and practice pronunciation, the two most difficult aspects of learning language. The image based vocabulary feature allows me to learn new terms much more quickly due to associating each new word with a specific image.”

Evan Patrick Brown, M.A., Ph.D. Student and Associate Instructor, Graduate Student Researcher, Department of Spanish and Portuguese, UC Davis

“My results with eyeVocab have been nothing short of amazing. In a single week, by practicing an average of one hour per day, I went from having absolutely no knowledge of Arabic whatsoever to being able to recognize a large body of Arabic words on sight, and even touch type them on an Arabic keyboard. 

By working with small sets of words and using the new eyeVocab “Shadow Type” function, I was able to memorize groups of words in around 2 minutes per word. By building upon what I had learned, in the first week I developed a working vocabulary of almost 50 words, and was able to type through large groups of them, prompted by just the associated image, in under a minute with no mistakes. I found practicing with eyeVocab to be enjoyable; it made a task that had previously seemed very daunting feel like it was well within my abilities. I would like to use the program more in the future, and can only imagine what I could achieve with prolonged practice.”

Andrew Pilecki, Student in the Critical Language Scholarship Arabic Intensive

“I think eyeVocab is an innovative way to teach vocabulary. It not only attempts to connect words with abstract, higher-order concepts and themes, but does so in a way that is convenient, novel and makes an effective use of widely used technology. I would highly recommend using eyeVocab in any future teaching environment.”

Mona Kalantar, Student of Arabic at the University of California at Davis

“When I did not use eyeVocab and opted towards flash cards or simple memorization I realized I’d more than likely forget the terms after a week or two. But those lessons I used eyeVocab for are permanent words in my Arabic vocabulary. I cannot imagine learning a language without eyeVocab.”