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Article published In: Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics
Vol. 34:1 (2021) ► pp.31–52

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Incidental vocabulary learning and retention of EFL learners

To what extent is topic interest a factor?

ORCiD logo with link | Universidad Andres Bello
Published online: 22 July 2021
DOI logo with link
https://doi.org/10.1075/resla.19049.can
Abstract
Research addressing the effect of interest on learning has been thoroughly discussed in learning theory (Renninger, A., Hidi, S., & Krapp, A. (2014). The role of interest in learning and development. New York: Psychology Press. Google Scholar logo with link to Google Scholar). From this rich research field, topic interest has been put forward as a relevant variable in learning in general (Hidi, S. (2001). Interest, reading, and learning: Theoretical and practical considerations. Educational Psychology Review, 13(3), 191–209. Google Scholar logo with link to Google Scholar; Renninger, K. (2009). Interest and identity development in instruction: An inductive model. Educational Psychologist, 441, 105–118. Google Scholar logo with link to Google Scholar), and in L2 reading comprehension (Brantmeier, C. (2006). Toward a multicomponent model of interest and L2 reading: Sources of interest, perceived situational interest, and comprehension. Reading in a Foreign Language, 18(2), 89–115.Google Scholar logo with link to Google Scholar; Eidswick, J. (2009). The influence of interest on reading comprehension in EFL students. Annual Research Report of the Language Center, 121, 25–38.Google Scholar logo with link to Google Scholar). However, research focusing on the extent of its influence on L2 incidental vocabulary learning has been scarce (Lee, S., & Pulido, D. (2017). The impact of topic interest, L2 proficiency, and gender on EFL incidental vocabulary acquisition through reading. Language Teaching Research, 21(1), 118–135. Google Scholar logo with link to Google Scholar). Thus, this study sought to explore the relationship between topic interest and L2 vocabulary learning by asking 55 male EFL learners at a technological university in Chile to read texts in two conditions (high topic interest and low topic interest) and then assessing incidental learning and retention of twenty target words. Results suggest that topic interest influenced the vocabulary gains made by learners, and that the relationship between topic interest and vocabulary learning and retention can be mediated by dictionary look-up behaviour. Findings are discussed with a focus on the pedagogical actions that can increase learner topic interest.
Resumen
Aprendizaje y retención incidental de vocabulario en aprendientes de segunda lengua: ¿Hasta qué punto es importante el interés de tópico?
Los estudios que abordan el efecto del interés en el aprendizaje se han discutido a fondo en la teoría del aprendizaje (Renninger, A., Hidi, S., & Krapp, A. (2014). The role of interest in learning and development. New York: Psychology Press. Google Scholar logo with link to Google Scholar). De este rico campo de investigación, el interés de tópico se ha presentado como una variable relevante en el aprendizaje en general (Hidi, S. (2001). Interest, reading, and learning: Theoretical and practical considerations. Educational Psychology Review, 13(3), 191–209. Google Scholar logo with link to Google Scholar; Renninger, K. (2009). Interest and identity development in instruction: An inductive model. Educational Psychologist, 441, 105–118. Google Scholar logo with link to Google Scholar) y en la comprensión de lectura en una segunda lengua en particular (Brantmeier, C. (2006). Toward a multicomponent model of interest and L2 reading: Sources of interest, perceived situational interest, and comprehension. Reading in a Foreign Language, 18(2), 89–115.Google Scholar logo with link to Google Scholar; Eidswick, J. (2009). The influence of interest on reading comprehension in EFL students. Annual Research Report of the Language Center, 121, 25–38.Google Scholar logo with link to Google Scholar). Sin embargo, las investigaciones centradas en el impacto que tiene en el aprendizaje de vocabulario incidental en una segunda lengua han sido escasas (Lee, S., & Pulido, D. (2017). The impact of topic interest, L2 proficiency, and gender on EFL incidental vocabulary acquisition through reading. Language Teaching Research, 21(1), 118–135. Google Scholar logo with link to Google Scholar). Por esto, este estudio buscó explorar la relación entre el interés de tópico y el aprendizaje incidental de vocabulario en la segunda lengua. En el estudio, se pidió a 55 estudiantes de inglés como lengua extranjera en una universidad tecnológica en Chile que leyeran textos en dos condiciones de lectura (alto interés de tópico y bajo interés de tópico). Una vez hecho esto, se evaluó el aprendizaje incidental y retención de veinte palabras específicas. Los resultados sugieren que el interés de tópico influyó en el aumento de vocabulario logrado por los estudiantes, y que la relación entre interés de tópico y aprendizaje y retención de vocabulario puede ser mediada por el uso del diccionario. Los hallazgos se discuten con un enfoque en las acciones pedagógicas que pueden aumentar el interés de tópico de los aprendientes.
Article outline
  • 1.Introduction
  • 2.Literature review
    • 2.1Interest and learning theory
    • 2.2Topic interest and learning theory
    • 2.3Studies on topic interest and L2 reading comprehension
    • 2.4Topic interest and L2 incidental vocabulary learning
  • 3.Research methodology
    • 3.1Participants
    • 3.2Materials
      • 3.2.1Topic interest survey
      • 3.2.2Translation production pretest
      • 3.2.3Interest ranking scale
      • 3.2.4Translation production and translation recognition posttests
    • 3.3Procedures
      • 3.3.1First session
      • 3.3.2Second session
      • 3.3.3Third session
  • 4.Results and discussion
    • 4.1Descriptive data for the posttests
    • 4.2Immediate vocabulary posttest results
    • 4.3Delayed vocabulary posttest results
    • 4.4Relationship between topic interest, vocabulary learning, and dictionary look-up behaviour
  • 5.Conclusion and implications
    • 5.1Limitations
    • 5.2Implications for pedagogy
  • Acknowledgements
  • References
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This list is based on CrossRef data as of 30 november 2025. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

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