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Article published In: Approaches to learning, testing, and researching L2 vocabulary
Edited by Stuart Webb
[ITL - International Journal of Applied Linguistics 169:1] 2018
► pp. 72–94

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Re-examining the effects of word writing on vocabulary learning

 | University of Western Ontario
 | University of the West of England, Bristol
Published online: 16 April 2018
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https://doi.org/10.1075/itl.00007.web
Abstract
This study investigated the effects of word writing on vocabulary learning by comparing three conditions in which there was (a) limited time to write words, (b) unlimited time to write words, and (c) a non-writing word-picture pairs comparison. Non-native speakers studying English as a second language encountered 8 word-picture pairs in each condition and were administered a test measuring form recall and another measuring receptive knowledge of written form. The results indicated that there was little difference between scores on both tests when time on task was the same. However, when the participants had as much time as they needed to write and learn words they had higher scores on both dependent measures than when learning in the other two conditions. The findings suggest that an ecologically valid approach to word writing may facilitate vocabulary learning.
Article outline
  • 1.Introduction
  • 2.Background
  • 3.The present study
    • 3.1Research questions
  • 4.Methodology
    • 4.1Participants
    • 4.2Target words
    • 4.3Design
    • 4.4Dependent measures
  • 5.Results
  • 6.Discussion
  • 7.Conclusion
  • References
References (42)
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