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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
Language: English
Authors: Hyeonah Kang, Janet Nicol (ORCID 0000-0001-5528-1266)
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
FullText Text:
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  Data: Effect of Word-Focused Activity on Reading and Learning of L2 Vocabulary: A Self-Paced Reading Study
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  Data: <searchLink fieldCode="AR" term="%22Hyeonah+Kang%22">Hyeonah Kang</searchLink><br /><searchLink fieldCode="AR" term="%22Janet+Nicol%22">Janet Nicol</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5528-1266">0000-0001-5528-1266</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Vocabulary+Learning+and+Instruction%22"><i>Vocabulary Learning and Instruction</i></searchLink>. 2025 14(1).
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  Data: 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
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  Data: 24
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Vocabulary+Development%22">Vocabulary Development</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Activities%22">Learning Activities</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Habits%22">Reading Habits</searchLink><br /><searchLink fieldCode="DE" term="%22Pacing%22">Pacing</searchLink><br /><searchLink fieldCode="DE" term="%22Independent+Reading%22">Independent Reading</searchLink>
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  Data: 2981-9954
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  Label: Abstract
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  Data: 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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  Data: 2025
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 24
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: College Students
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      – SubjectFull: Vocabulary Development
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      – SubjectFull: Learning Activities
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      – SubjectFull: Reading Habits
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      – SubjectFull: Pacing
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      – SubjectFull: Independent Reading
        Type: general
      – SubjectFull: South Korea
        Type: general
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      – TitleFull: Effect of Word-Focused Activity on Reading and Learning of L2 Vocabulary: A Self-Paced Reading Study
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              Y: 2025
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