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How Effective Is Second Language Incidental Vocabulary Learning? A Meta-Analysis

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Title: How Effective Is Second Language Incidental Vocabulary Learning? A Meta-Analysis
Language: English
Authors: Webb, Stuart (ORCID 0000-0002-8297-4997), Uchihara, Takumi, Yanagisawa, Akifumi
Source: Language Teaching. Apr 2023 56(2):161-180.
Availability: Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: https://www.cambridge.org/core/what-we-publish/journals
Peer Reviewed: Y
Page Count: 20
Publication Date: 2023
Document Type: Journal Articles
Information Analyses
Descriptors: Second Language Learning, Vocabulary Development, Incidental Learning, Individual Characteristics, Instructional Materials, Learning Activities
DOI: 10.1017/S0261444822000507
ISSN: 0261-4448
1475-3049
Abstract: There is a great deal of variation in gains found between studies of second language (L2) incidental vocabulary learning, as well as many factors that affect learning. This meta-analysis investigated the effects of exposure to L2 meaning-focused input on incidental vocabulary learning with an aim to clarify the proportional gains that occur through meaning-focused learning. Twenty-four primary studies were retrieved providing 29 different effect sizes and a total sample size of 2,771 participants (1,517 in experimental groups vs. 1,254 in control groups). Results showed large overall effects for incidental vocabulary learning on first and follow-up posttests. Mean proportions of target words learned ranged from 9-18% on immediate posttests, and 6-17% on delayed posttests. Incidental L2 vocabulary learning gains were similar across reading (17%, 15%), listening (15%, 13%), and reading while listening (13%, 17%) conditions on immediate and delayed posttest. In contrast, the proportion of words learned in viewing conditions on immediate posttests was smaller (7%, 5%). Findings also revealed that the amount of incidental learning varies according to a range of moderator variables including learner characteristics (L2 proficiency, institutional levels), materials (text type and audience), learning activities (spacing, mode of input), and methodological features (approaches to controlling prior word knowledge).
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1373102
Database: ERIC
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  Data: How Effective Is Second Language Incidental Vocabulary Learning? A Meta-Analysis
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  Data: <searchLink fieldCode="AR" term="%22Webb%2C+Stuart%22">Webb, Stuart</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8297-4997">0000-0002-8297-4997</externalLink>)<br /><searchLink fieldCode="AR" term="%22Uchihara%2C+Takumi%22">Uchihara, Takumi</searchLink><br /><searchLink fieldCode="AR" term="%22Yanagisawa%2C+Akifumi%22">Yanagisawa, Akifumi</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Language+Teaching%22"><i>Language Teaching</i></searchLink>. Apr 2023 56(2):161-180.
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  Data: Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: https://www.cambridge.org/core/what-we-publish/journals
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  Data: Journal Articles<br />Information Analyses
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  Data: <searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Vocabulary+Development%22">Vocabulary Development</searchLink><br /><searchLink fieldCode="DE" term="%22Incidental+Learning%22">Incidental Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Individual+Characteristics%22">Individual Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Materials%22">Instructional Materials</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Activities%22">Learning Activities</searchLink>
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  Data: 10.1017/S0261444822000507
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  Data: 0261-4448<br />1475-3049
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  Data: There is a great deal of variation in gains found between studies of second language (L2) incidental vocabulary learning, as well as many factors that affect learning. This meta-analysis investigated the effects of exposure to L2 meaning-focused input on incidental vocabulary learning with an aim to clarify the proportional gains that occur through meaning-focused learning. Twenty-four primary studies were retrieved providing 29 different effect sizes and a total sample size of 2,771 participants (1,517 in experimental groups vs. 1,254 in control groups). Results showed large overall effects for incidental vocabulary learning on first and follow-up posttests. Mean proportions of target words learned ranged from 9-18% on immediate posttests, and 6-17% on delayed posttests. Incidental L2 vocabulary learning gains were similar across reading (17%, 15%), listening (15%, 13%), and reading while listening (13%, 17%) conditions on immediate and delayed posttest. In contrast, the proportion of words learned in viewing conditions on immediate posttests was smaller (7%, 5%). Findings also revealed that the amount of incidental learning varies according to a range of moderator variables including learner characteristics (L2 proficiency, institutional levels), materials (text type and audience), learning activities (spacing, mode of input), and methodological features (approaches to controlling prior word knowledge).
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        Value: 10.1017/S0261444822000507
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        PageCount: 20
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      – SubjectFull: Second Language Learning
        Type: general
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      – SubjectFull: Incidental Learning
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      – SubjectFull: Individual Characteristics
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      – SubjectFull: Instructional Materials
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      – SubjectFull: Learning Activities
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      – TitleFull: How Effective Is Second Language Incidental Vocabulary Learning? A Meta-Analysis
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              Y: 2023
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