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How Does Repetition Affect Vocabulary Learning through Listening to the Teacher's Explicit Instruction? the Moderating Role of Listening Proficiency and Preexisting Vocabulary Knowledge

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Title: How Does Repetition Affect Vocabulary Learning through Listening to the Teacher's Explicit Instruction? the Moderating Role of Listening Proficiency and Preexisting Vocabulary Knowledge
Language: English
Authors: Pengchong Zhang (ORCID 0000-0002-2136-4984)
Source: Language Teaching Research. 2026 30(2):716-739.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 24
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Foreign Countries, Secondary School Students, English (Second Language), Second Language Learning, Vocabulary Development, Direct Instruction, Repetition, Learning Strategies, Teaching Methods, Listening Comprehension, Aural Learning, Code Switching (Language)
Geographic Terms: China
DOI: 10.1177/13621688221140521
ISSN: 1362-1688
1477-0954
Abstract: The study examines the effects of repetition on vocabulary learning within the context of three types of explicit aural vocabulary instruction -- second language (L2) vs. codeswitching (CS) vs. contrastive focus-on-form (CFoF) -- among 98 Chinese secondary school learners of English as a foreign language. It also explores how the effects of repetition on vocabulary learning were moderated by learners' listening proficiency and preexisting levels of vocabulary knowledge. Within a 12-week pre-post test quasi-experimental design, learners listened to explicit vocabulary instruction for 20 target words, five of which were repeated four times, five repeated five times, five repeated seven times, and the remaining five repeated nine times. Findings suggested that regardless of the type of explicit instruction, vocabulary learning gains were positively correlated with repetitions but that at least seven repetitions were needed for significant gains to take place. In addition, the effects of repetition were moderated only by learners' listening proficiency but not by their preexisting levels of vocabulary knowledge. Less proficient listeners benefited significantly more than more proficient listeners with every unit increase of the number of repetitions. The study illuminates important relationships between repetition and listening proficiency, factors useful to consider when designing pedagogical activities to enhance vocabulary learning through listening to explicit instruction.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1496716
Database: ERIC
FullText Text:
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  Data: How Does Repetition Affect Vocabulary Learning through Listening to the Teacher's Explicit Instruction? the Moderating Role of Listening Proficiency and Preexisting Vocabulary Knowledge
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  Data: <searchLink fieldCode="AR" term="%22Pengchong+Zhang%22">Pengchong Zhang</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2136-4984">0000-0002-2136-4984</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Language+Teaching+Research%22"><i>Language Teaching Research</i></searchLink>. 2026 30(2):716-739.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: 24
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  Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><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="%22Direct+Instruction%22">Direct Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Repetition%22">Repetition</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Strategies%22">Learning Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Listening+Comprehension%22">Listening Comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Aural+Learning%22">Aural Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Code+Switching+%28Language%29%22">Code Switching (Language)</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink>
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  Data: 10.1177/13621688221140521
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  Data: 1362-1688<br />1477-0954
– Name: Abstract
  Label: Abstract
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  Data: The study examines the effects of repetition on vocabulary learning within the context of three types of explicit aural vocabulary instruction -- second language (L2) vs. codeswitching (CS) vs. contrastive focus-on-form (CFoF) -- among 98 Chinese secondary school learners of English as a foreign language. It also explores how the effects of repetition on vocabulary learning were moderated by learners' listening proficiency and preexisting levels of vocabulary knowledge. Within a 12-week pre-post test quasi-experimental design, learners listened to explicit vocabulary instruction for 20 target words, five of which were repeated four times, five repeated five times, five repeated seven times, and the remaining five repeated nine times. Findings suggested that regardless of the type of explicit instruction, vocabulary learning gains were positively correlated with repetitions but that at least seven repetitions were needed for significant gains to take place. In addition, the effects of repetition were moderated only by learners' listening proficiency but not by their preexisting levels of vocabulary knowledge. Less proficient listeners benefited significantly more than more proficient listeners with every unit increase of the number of repetitions. The study illuminates important relationships between repetition and listening proficiency, factors useful to consider when designing pedagogical activities to enhance vocabulary learning through listening to explicit instruction.
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      – SubjectFull: English (Second Language)
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Listening Comprehension
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