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Potential influence of extensive reading on controlled productive vocabulary.

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Title: Potential influence of extensive reading on controlled productive vocabulary.
Authors: Sakurai, Nobuko1 (AUTHOR) nsakurai@cc.kyoto-su.ac.jp
Source: Language Teaching Research. Mar2026, Vol. 30 Issue 3, p1161-1180. 20p.
Subject Terms: *Reading, *Second language acquisition, *Literacy, *English language education, *Reading materials, Vocabulary ability testing, Lexicon
Abstract: This study explored a possible impact of extensive reading (ER) on vocabulary learning. Participants were 62 English majors who entered a private university in Japan in April 2019 and experienced ER for 13 months. They took the Productive Vocabulary Levels Test at the 2,000-word level 3 times: in April, December and May 2020. The outcomes of paired t-tests with Bonferroni correction revealed that participants achieved higher scores on the 2nd test, but their performance deteriorated on the final test. The model yielded by multiple regression analysis was comprised of the number of series participants read books from and the average percentage grade of MReader quizzes they passed, whose contribution to the post test scores was 14.1%. Follow-up tests were run between 12 students who retained or improved their scores on the delayed test and those who did not. It was found that these 12 participants read more constantly during the spring vacation. They also read more books from one graded reader series and books with fewer than 2,000 words, but read fewer 4,000-to-4,999-word-long books from April to December. [ABSTRACT FROM AUTHOR]
Copyright of Language Teaching Research is the property of Sage Publications, Ltd. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Potential influence of extensive reading on controlled productive vocabulary.
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  Data: <searchLink fieldCode="JN" term="%22Language+Teaching+Research%22">Language Teaching Research</searchLink>. Mar2026, Vol. 30 Issue 3, p1161-1180. 20p.
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  Data: *<searchLink fieldCode="DE" term="%22Reading%22">Reading</searchLink><br />*<searchLink fieldCode="DE" term="%22Second+language+acquisition%22">Second language acquisition</searchLink><br />*<searchLink fieldCode="DE" term="%22Literacy%22">Literacy</searchLink><br />*<searchLink fieldCode="DE" term="%22English+language+education%22">English language education</searchLink><br />*<searchLink fieldCode="DE" term="%22Reading+materials%22">Reading materials</searchLink><br /><searchLink fieldCode="DE" term="%22Vocabulary+ability+testing%22">Vocabulary ability testing</searchLink><br /><searchLink fieldCode="DE" term="%22Lexicon%22">Lexicon</searchLink>
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  Label: Abstract
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  Data: This study explored a possible impact of extensive reading (ER) on vocabulary learning. Participants were 62 English majors who entered a private university in Japan in April 2019 and experienced ER for 13 months. They took the Productive Vocabulary Levels Test at the 2,000-word level 3 times: in April, December and May 2020. The outcomes of paired t-tests with Bonferroni correction revealed that participants achieved higher scores on the 2nd test, but their performance deteriorated on the final test. The model yielded by multiple regression analysis was comprised of the number of series participants read books from and the average percentage grade of MReader quizzes they passed, whose contribution to the post test scores was 14.1%. Follow-up tests were run between 12 students who retained or improved their scores on the delayed test and those who did not. It was found that these 12 participants read more constantly during the spring vacation. They also read more books from one graded reader series and books with fewer than 2,000 words, but read fewer 4,000-to-4,999-word-long books from April to December. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Language Teaching Research is the property of Sage Publications, Ltd. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1177/13621688231171267
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        Text: English
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      – SubjectFull: Second language acquisition
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      – SubjectFull: Literacy
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      – SubjectFull: English language education
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      – SubjectFull: Reading materials
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      – TitleFull: Potential influence of extensive reading on controlled productive vocabulary.
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              Text: Mar2026
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