L2 Vocabulary Learning from Reading: Effects of Word-Focused Activity Type, Learner Variables, and Announcement
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| Title: | L2 Vocabulary Learning from Reading: Effects of Word-Focused Activity Type, Learner Variables, and Announcement |
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| Language: | English |
| Authors: | Hyeonah Kang (ORCID |
| Source: | Language Teaching Research. 2026 30(5):2790-2821. |
| 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: | 32 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Second Language Learning, Vocabulary Development, Reading, Language Proficiency, English (Second Language), Second Language Instruction, Instructional Effectiveness, Prior Learning, Reading Processes, Foreign Countries, Scores, Reading Comprehension |
| Geographic Terms: | South Korea |
| DOI: | 10.1177/13621688231206905 |
| ISSN: | 1362-1688 1477-0954 |
| Abstract: | Classroom studies have shown that learning new vocabulary from reading can be enhanced if the reading task is followed by a word-focused activity, such as a fill-in-the-blank activity. However, little is known about: (1) whether a post-reading word-focused activity can also positively affect vocabulary uptake in out-of-classroom contexts when there is no instructor support, (2) whether vocabulary gains differ based on proficiency levels, and (3) whether awareness of an upcoming post-reading word-focused activity influences learning gains. The present study addresses these issues by having native (high-proficient) or nonnative (L2 high-intermediate) English speakers read a narrative containing 16 recurring non-word target items. Within each proficiency group, one subgroup of participants was instructed that they would be given the word-focused activity after they finished reading, another subgroup was not. Participants then engaged in a word-focused activity that involved either the non-word target items or real words from the narrative. Finally, all participants were given a vocabulary test. We found that, compared to the real-word activity, the target-item activity led to significantly greater vocabulary gains, especially for the L2 high-intermediate learners, regardless of whether or not participants were forewarned of an upcoming word-focused activity. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1508368 |
| Database: | ERIC |
| Abstract: | Classroom studies have shown that learning new vocabulary from reading can be enhanced if the reading task is followed by a word-focused activity, such as a fill-in-the-blank activity. However, little is known about: (1) whether a post-reading word-focused activity can also positively affect vocabulary uptake in out-of-classroom contexts when there is no instructor support, (2) whether vocabulary gains differ based on proficiency levels, and (3) whether awareness of an upcoming post-reading word-focused activity influences learning gains. The present study addresses these issues by having native (high-proficient) or nonnative (L2 high-intermediate) English speakers read a narrative containing 16 recurring non-word target items. Within each proficiency group, one subgroup of participants was instructed that they would be given the word-focused activity after they finished reading, another subgroup was not. Participants then engaged in a word-focused activity that involved either the non-word target items or real words from the narrative. Finally, all participants were given a vocabulary test. We found that, compared to the real-word activity, the target-item activity led to significantly greater vocabulary gains, especially for the L2 high-intermediate learners, regardless of whether or not participants were forewarned of an upcoming word-focused activity. |
|---|---|
| ISSN: | 1362-1688 1477-0954 |
| DOI: | 10.1177/13621688231206905 |
