Abstract
The purpose of this study is to explore how the types of reading text and vocabulary task affect students' vocabulary learning and its retention. The participants in the study comprised 84 first-grade middle school students, with each class consisting of 28 students. In order to identify their effects on vocabulary learning and retention, pretests, immediate post-tests and delayed post-tests were conducted. Paired-sample and independent t-tests were performed to analyze the gathered data. The results revealed that the types of vocabulary tasks (cartoon creation vs. vocabulary practice) impact vocabulary learning enhancement, and that the types of reading text (graphic novel vs. chapter book) influence both vocabulary improvement and its retention. These findings suggest that the types of both text and vocabulary tasks could be beneficial factors in promoting students’ vocabulary. Lastly, the pedagogical implications and the limitations of the present study were addressed.
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