Effect of Word-Focused Activity on Reading and Learning of L2 Vocabulary: A Self-Paced Reading Study
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| Title: | Effect of Word-Focused Activity on Reading and Learning of L2 Vocabulary: A Self-Paced Reading Study |
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| Language: | English |
| Authors: | Hyeonah Kang, Janet Nicol (ORCID |
| Source: | Vocabulary Learning and Instruction. 2025 14(1). |
| Availability: | Castledown Publishers. Ground Level, 470 St Kilda Road, Melbourne, 3004, Australia. Tel: +61-3-7003-8355; e-mail: contact@castledown.com; Web site: https://www.castledown.com/journals/vli |
| Peer Reviewed: | Y |
| Page Count: | 24 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Second Language Learning, English (Second Language), College Students, Vocabulary Development, Learning Activities, Reading Habits, Pacing, Independent Reading |
| Geographic Terms: | South Korea |
| ISSN: | 2981-9954 |
| Abstract: | Many researchers suggest that text-reading should be followed by an activity that requires learners to use the new vocabulary, before they read the text again. This article demonstrates the benefits of post-reading word-focused activity on vocabulary learning in an environment when there is no instructor support, particularly for second language (L2) high-intermediate learners compared with monolingual native speakers. But how exactly does this help? Does the post-reading activity make learners aware of gaps in their knowledge of the new vocabulary? If it does, this may lead them to pay more attention to those words in a subsequent reading, ultimately resulting in vocabulary uptake. To address this question, the current study employed a self-paced reading task to examine the reading behaviors during the rereading of a text following a word-focused activity. The results suggested a potential benefit of engaging with target items during the word-focused activity for retaining the novel word's meaning (p = 0.06). However, this word-focused activity did not result in increased attention to reading target items during the rereading task. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1483014 |
| Database: | ERIC |
| Abstract: | Many researchers suggest that text-reading should be followed by an activity that requires learners to use the new vocabulary, before they read the text again. This article demonstrates the benefits of post-reading word-focused activity on vocabulary learning in an environment when there is no instructor support, particularly for second language (L2) high-intermediate learners compared with monolingual native speakers. But how exactly does this help? Does the post-reading activity make learners aware of gaps in their knowledge of the new vocabulary? If it does, this may lead them to pay more attention to those words in a subsequent reading, ultimately resulting in vocabulary uptake. To address this question, the current study employed a self-paced reading task to examine the reading behaviors during the rereading of a text following a word-focused activity. The results suggested a potential benefit of engaging with target items during the word-focused activity for retaining the novel word's meaning (p = 0.06). However, this word-focused activity did not result in increased attention to reading target items during the rereading task. |
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| ISSN: | 2981-9954 |
