This study investigated three look-up conditions for language learners to learn unknown target words and comprehend a reading passage when their attention is transferred away to an on-line dictionary. The research questions focused on how each look-up condition impacted the recall and recognition of word forms, word meanings, and passage comprehension. The participants were 84 first-year Japanese medical university students. The recall and recognition of word forms and word meanings, and passage comprehension data were analysed using the Rasch model. Probabilities of p<.05 were considered measurably different for the sample population used in this study, and probabilities of p<.003 were considered statistically significant and generalizable to a larger population. Overall, the results suggest three findings with regard to the on-line dictionary study. First, if only the results that were statistically significant are considered, there might be two conditions to learn words and comprehend reading passages: the spell condition seems to be best for learning the forms and meanings of words, and the control condition for promoting passage comprehension. Second, if the results that were both statistically significant and measurably different are considered, the spell, click, and control conditions might promote the learning of word forms, word meanings, and passage comprehension, respectively. Third, however, the click condition might promote both the learning of word meanings and passage comprehension because its effects were measurably higher to the spell condition on these measures. The results are consistent with the type of processing-resource allocation model for learning the forms and meanings of words and cognitive load theory for comprehending reading passages.

In this study we seek to confirm the findings of a preliminary qualitative study. We first discuss the concept of lifelong learning in Japan and self-determination theory (SDT). Second, using SDT as a framework, we present the findings from a qualitative study. Third, we discuss the findings obtained from a quantitative survey and how they build upon the findings of the qualitative study. Overall, the findings reinforce the notion that the three essential psychological needs in self-determination theory—competence, relatedness, and autonomy—are useful in keeping mature learners engaged in lifelong learning activities. 本研究は、質的予備研究の結果を確認しようとしている。まず、日本での生涯学習の概念と自己決定理論（SDT）について議論する。第二に、フレームワークとしてSDTを使用して、質的研究の結果について説明する。第三に、量的調査から得られた結果と、その結果がどのように質的調査の結果に基づいているかについて説明する。全体として、これらの調査結果は、自己決定理論における3つの本質的な心理的ニーズ（能力、関連性、自律性）が、成熟した学習者が生涯学習活動に参加するのに役立つという概念を補強している。