Investigating the EFL Learners' Visual Word Recognition: Words' Frequency, Length, Regularity and Superiority Effects in Comparison
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| Title: | Investigating the EFL Learners' Visual Word Recognition: Words' Frequency, Length, Regularity and Superiority Effects in Comparison |
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| Language: | English |
| Authors: | Zahra Neshatian (ORCID |
| Source: | Language Teaching Research Quarterly. 2024 40:46-60. |
| Availability: | European Knowledge Development (EUROKD). e-mail: editorial@eurokd.com; Web site: https://www.eurokd.com/journal/jd/1 |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Adult Education |
| Descriptors: | English (Second Language), Second Language Learning, Second Language Instruction, Word Recognition, Verbal Ability, Vocabulary, Intelligence Tests, Placement Tests, Language Tests, Advanced Students, Adult Education, Predictor Variables, Reading Comprehension, Word Frequency, Comparative Analysis, Foreign Countries |
| Geographic Terms: | Iran |
| Assessment and Survey Identifiers: | Peabody Picture Vocabulary Test |
| ISSN: | 2667-6753 |
| Abstract: | This study scrutinized the effects of words' superiority, regularity, frequency and length on the intermediate and advanced EFL learner's visual word recognition. Moreover, it attempted to check whether each of these parameters could be statistically a significant predictor on recognition tasks. Accordingly, 118 intermediate and 127 advanced adult EFL learners were selected randomly from English Language Institutes based on their performance on the McMillan Placement Test (MPT). The needed data was collected through a developed Visual Word Recognition Test (WORT) and the Peabody Picture Vocabulary Test (PPVT). The findings indicated that all the mentioned factors significantly affected both the intermediate and the advanced EFL learners' overall word recognition by varying degrees (words' frequency, length, superiority and regularity, respectively), however, the advanced learners' recognition was generally faster on both recognition tests. Moreover, words' regularity was found to play a more effective role for the intermediates than the advanced learners on recognition tasks. Furthermore, words' frequency, regularity and length were found to be proper predictors on comprehension tasks. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1425112 |
| Database: | ERIC |
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