Abstract
The purpose of the current study was to investigate the effect of two types of repeated reading (i.e., assisted and unassisted) on incidental vocabulary learning of Iranian English as a Foreign Language (EFL) learners. In so doing, a sample of 45 intermediate EFL students from two intact classes of a language institute were selected as the participants. The two classes were randomly assigned to an unassisted group (N = 21) who were required to just read and an assisted group (N = 24) who were asked to read and listen to 24 short texts several times. The assisted group employed their smartphones to listen to the audio files of the short stories. The data were gathered via a researcher-made vocabulary test and vocabulary learning self-efficacy scale. The results of ANCOVA revealed that although both types of repeated reading contributed to enhancing vocabulary learning of the participants, assisted repeated reading led to significantly greater EFL vocabulary gains. Additionally, the findings revealed that both assisted and unassisted repeated reading improved vocabulary learning self-efficacy of the participants and there was not a significant difference between the two types of interventions. The findings of the present study have implications for EFL researchers and practitioners.
Highlights
Vocabulary learning is long regarded as an essential aspect of second and foreign language (L2/FL) learning (Nation, 2013)
Since practitioners and scholars have come to realize the integral role of vocabulary learning in communication and language learning, more research attention has been given to L2 vocabulary instruction (Rassaei, 2017; Yousefi and Biria, 2018; Liu et al, 2020)
In an attempt to bridge the gap in the current literature, this study investigated the scope and depth of incidental vocabulary learning and vocabulary learning self-efficacy through assisted and unassisted repeated reading in the English as a Foreign Language (EFL) setting of Iran
Summary
Vocabulary learning is long regarded as an essential aspect of second and foreign language (L2/FL) learning (Nation, 2013). L2 learners can achieve mastery over the second language (Nation, 2008). L2 literature has observed a growing interest in exploring effective explicit and implicit strategies such as using dictionaries, inferring word meaning from context, and extensive reading for learning collocations and vocabulary in particular (see Hunt and Beglar, 2005). Due to growing popularity of new technologies and applications, numerous researchers and practitioners have investigated and employed mobile assisted language learning (MALL) as a viable technique for L2 vocabulary teaching and learning (Burston, 2013; Rassaei, 2018, 2020; Lin and Lin, 2019)
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