Many research studies were interested in vocabulary acquisition in the field of second language vocabulary learning (SLVA) for the past twenty years (Bates and Goodman, 1999; McKoon and Ratcliff, 1999, as cited in Alan and David, 2005). Aside from that, it was found that foreign language learners are keen to acquire as many words as they can because they believe that without this knowledge they will not be able to communicate properly in real life situations (Leki & Carson, 1994; Sheorey & Mokhtari, 1993). Moreover, it was mentioned in a research study done by Alan and David (2005) that foreign language learners have a deficiency in developing their lexicons to an adequate level which would enable them to function properly in different language contexts (Barrow, Nakanishi, and Ishino, 1999, as cited in Alan and David, 2005). Verhallen & Schoonen (1993) also found through their study that second-language learners have problems in acquiring a deep knowledge of vocabulary even with high frequency words (as cited in Diane and Maria, 2001). Michael West, in his thesis done at Oxford (1927), demonstrated that the most primary aspect in learning a new language is acquiring its vocabulary (as cited in Coady and Huckin, 1997). Naiman, et al. (1978) were interested in identifying many efficient techniques for language learning like: vocabulary, sound acquisition, listening comprehension, grammar, speaking, writing, and reading. Among all skills, they found that focusing on vocabulary learning was the most important. (As cited in Tran, 2009) This increased prominence on the lexicon is crucially important due to its effect on different language aspects such as: Aural language processing (Miller and Eimas, 1995), speech production (de Bot, 1992), reading (Paribakht, and Wesche, 1997), and writing (Laufer and Nation, 1995) (as cited in Alan and David, 2005). Therefore, teachers and researchers have come to understand the chief role of vocabulary in language learning and communication. Consequently, the increased attention to vocabulary teaching has become more important (Alan and David, 2005). Accordingly, I intended through this study to inspect the following: o Will the chosen framework enhance AFL learners' recognition and usage of vocabularyr o Will the chosen framework enhance AFL learners' vocabulary retentiont o Will Arabic CAVL software using the chosen framework enhance AFL learners' recognition and usage of vocabulary in a blended learning environmento o Will Arabic CAVL software using the chosen framework enhance AFL learner's autonomous learning in a blended learning environmenti