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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
Language: English
Authors: Hyeonah Kang (ORCID 0000-0002-4558-544X), Masha Fedzechkina, Janet Nicol
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
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  Data: L2 Vocabulary Learning from Reading: Effects of Word-Focused Activity Type, Learner Variables, and Announcement
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  Data: <searchLink fieldCode="AR" term="%22Hyeonah+Kang%22">Hyeonah Kang</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4558-544X">0000-0002-4558-544X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Masha+Fedzechkina%22">Masha Fedzechkina</searchLink><br /><searchLink fieldCode="AR" term="%22Janet+Nicol%22">Janet Nicol</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Language+Teaching+Research%22"><i>Language Teaching Research</i></searchLink>. 2026 30(5):2790-2821.
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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: 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.
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      – Text: English
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