Incidental Vocabulary Learning Research Articles

EFL learners’ flow experience and incidental vocabulary learning during text-based game tasks: The moderating role of working memory capacity

Despite the evidence provided by research on Digital Game-Based Learning (DGBL) on the effectiveness of educational digital games in promoting engagement, motivation, and learning, evidence regarding the effectiveness of DGBL on students' Incidental Vocabulary Learning (IVL) through the mediation of flow is essentially lacking. This study reports on developing an application in Digital Text-based Game (DTG) genre to induce flow and examine IVL among EFL learners randomly assigned to DTG and Non-digital Text-based Game (NTG) groups. A modified version of the Vocabulary Knowledge Scale (VKS; Paribakht & Wesche, 1997) was used to measure the receptive and productive knowledge of words. To assess different dimensions of flow, we analyzed the contents of the participants’ diaries and to measure working memory capacity (WMC), an Operation Span Task was used. Results indicated that DTGs induced higher levels of flow compared to NTGs. The results further revealed no significant effect for game-induced flow on IVL, but language-induced flow significantly predicted IVL, which emphasizes the importance of considering effects associated with the source of flow on IVL. WMC was also found to exert a significant effect on immediate post-test performance, but its effect on delayed post-test results did not reach statistical significance.

Mining for Words: The effect of Minecraft on incidental vocabulary learning of young EFL learners

The fundamental component of language learning is the lexicon. Among various ways employed to facilitate vocabulary development, playing video games can highly contribute to developing vocabulary incidentally. This study examines how playing digital games impactsEFL learners’ incidentalvocabulary acquisition. It also investigates gender in digitalequity using a digital game, i.e., Minecraft. A total of 73 male and female Iranian pupils between the ages of 9 and 14 were recruited to examine whether incidental vocabulary acquisitionthrough gameplay was effective and to determine whether gender could affect the results. As such, the two-way ANCOVA was run through SPSS to analyze the data. The results indicated that the gamers performed far better than the memorization group. However, no interaction effect between gender and the dependent variable was observed. The implications of the findings can benefit educators and young learners to choose appropriate digital games as supplementarytools for L2 lexical acquisition. The findings contribute to the increasing research on digital games’ potential as an effective tool for promoting vocabulary development.

First language effects on incidental vocabulary learning through bimodal input

First language effects on incidental vocabulary learning through bimodal input

The impact of L1 and L2 Glosses on EFL Learners' Incidental Vocabulary Learning Through Reading: A Systematic Literature Review

The impact of L1 and L2 Glosses on EFL Learners' Incidental Vocabulary Learning Through Reading: A Systematic Literature Review

Incidental Vocabulary Learning in a Postcolonial English Second Language Context

This study investigated the incidental English second-language (ESL) vocabulary development of 125 science university students over two years, as well as their productive vocabulary knowledge in relation to academic achievement. The study was conducted in Ghana, a typical postcolonial ESL country in West Africa. Results showed that productive knowledge of vocabulary at the 2000, 3000, and 5000-word levels was not mastered in academic year one. In spite of the poorly resourced educational context with limited print exposure, students’ longitudinal incidental vocabulary growth at the 3000-word level and academic word level was significant. Academic achievement was significantly predicted by word knowledge at these two levels. The study contributes to our understanding of incidental vocabulary learning in a “natural” ESL context, without language interventions. Given the predict ive factor of vocabulary knowledge on academic achievement, the integration of vocabulary instruction into the curriculum and establishm ent of required vocabulary thresholds seems warranted.

Exploring L2 learners’ processing of unknown words during subtitled viewing through self-reports

Abstract Studies have shown the benefits of subtitled viewing for incidental vocabulary learning, but the effects of different subtitling types varied across studies. The effectiveness of different types of subtitled viewing could be related to how unknown vocabulary is processed during viewing. However, no studies have investigated L2 learners’ processing of unknown words in viewing beyond exploring learners’ attention allocation. The present research followed a qualitative approach to explore L2 learners’ processing of unknown words during subtitled viewing under three conditions (i.e., captions, L1 subtitles, and bilingual subtitles) by tapping into learners’ reported awareness of the unknown words and the vocabulary processing strategies used to engage with unknown words. According to stimulated recall data (elicited by eye-tracking data) from 45 intermediate-to-advanced-level Chinese learners of English, captions led to increased awareness of the unknown words. Moreover, the types of strategies learners used to cope with unknown vocabulary were determined by subtitling type.

A Review of Incidental L2 Vocabulary Learning of English

This article discusses the importance of incidental vocabulary learning in English language acquisition. Incidental learning is an effective method for acquiring new words and phrases naturally through exposure to language input. The article emphasizes the role of incidental learning in increasing vocabulary knowledge and language understanding, and explores its pedagogical implications in language teaching.

Production-Oriented Talk With Chatbot Facilitates Incidental Vocabulary Learning by Chinese English Learners

Production-Oriented Talk With Chatbot Facilitates Incidental Vocabulary Learning by Chinese English Learners

Incidental vocabulary learning from listening, reading, and viewing captioned videos: frequency and prior vocabulary knowledge

Abstract The present study, given increasing attention to incidental vocabulary learning, explores how different input modes (i.e., listening, reading, and viewing captioned videos) affect such learning while considering frequency and prior vocabulary knowledge. One hundred twenty Chinese university students learning English as a foreign language were allocated to three treatment groups and one (test-only) control group. Target words included 48 terms appearing at various frequencies (1–6 occurrences) in a documentary video. Incidental vocabulary learning outcomes were measured through form and meaning recognition. Mixed effects models showed that the caption viewing condition led to the most pronounced incidental vocabulary learning and retention outcomes, followed by the reading and listening conditions. A significant interaction effect was identified between time, group, and prior vocabulary knowledge. A significant interaction effect was also observed between time, group, and frequency. Meanwhile, frequency was less important for incidental vocabulary learning than prior vocabulary knowledge. Pedagogical implications are discussed based on these findings.

Incidental Vocabulary Learning through Captioned Videos: An Experimental Study among Moroccan EFL Middle School Learners

The current experimental study aims to investigate the impact of watching captioned videos on incidental learning of the written form and meaning aspects of vocabulary knowledge among Moroccan EFL middle school learners. The study adopted a pretest-posttest experimental design. 60 middle school EFL learners were randomly assigned to the experimental group (N30), who watched captioned videos, and the control group (N30), who watched uncaptioned videos. The Paired Samples T-Tests results showed a statistically significant improvement in both word written form recognition and meaning recognition within the experimental group. In contrast, no statistically significant improvement was found within the control group. Analysis of Covariance (ANCOVA) was conducted to compare the differences in vocabulary gains between the control group and the experimental group and the results indicated a statistically significant difference between the experimental group and the control group in word form recognition. However, no statistically significant difference was found in word meaning recognition. These findings provided empirical evidence for the effectiveness of captioned videos in enhancing incidental vocabulary learning.

Validation of metacognitive knowledge in vocabulary learning and its predictive effects on incidental vocabulary learning from reading

Abstract This study investigates the impact of metacognitive knowledge on vocabulary learning among English as a Foreign Language (EFL) learner, involving 776 university students in China. Its primary goal is to develop and validate a scale for assessing metacognitive knowledge in vocabulary learning. The scale is structured around three sub-dimensions: person, task, and strategies, identified through exploratory and confirmatory factor analyses. These sub-dimensions serve as independent variables in analyzing their influence on incidental vocabulary learning outcomes from reading, which includes knowledge of word form, meaning, and use. The study’s results validate the scale and reveal that the three factors – person, task, and strategies – have varying impacts on learners’ incidental vocabulary learning performance. The findings emphasize the crucial role of metacognitive knowledge in EFL vocabulary acquisition, offering insights for enhancing learning strategies. Additionally, the study provides important implications for educational practices in vocabulary teaching and learning.

Online processing and vocabulary learning in massed versus spaced repeated reading

The present exploratory study analyzed the effect of two different implementations of repeated reading (massed vs. spaced) on the online processing of the text and unknown vocabulary, as well as on incidental vocabulary learning. The relationship between processing and learning of target vocabulary in massed versus spaced repeated reading was also examined. A group of Spanish undergraduate students read the same text in English three times under either a massed (three times consecutively) or spaced (once a week) schedule, while their eye movements were recorded. Knowledge of a set of target words from the text was assessed in immediate and delayed multiple-choice, meaning-recognition tests. The results of this study suggest that repeated reading led to a decrease in total reading time and number of fixations in the massed group but not in the spaced group. However, there were no significant differences between the two conditions in the processing of target words or immediate vocabulary gains. Finally, it was observed that longer processing time on the target words was related to larger immediate vocabulary gains, but only in the spaced group.

Subtitles and Captions: An Instrument for Intentional or Incidental Learning?

Audio-visual materials such as TV series and films offer multiple semiotic modes and authentic language input for language learning. This case study sought to depict English as a Foreign Language (EFL) learners’ habits of utilising subtitles and captions for incidental and intentional learning of grammar and vocabulary through on-screen texts, subtitles and captions. The target group was determined through criterion sampling because they were expected to watch English TV series or films to be eligible to take part in the study. A survey and inter-view were employed to gather data from 113 Turkish EFL learners studying at the tertiary level. The quantitative data were analysed descriptively, while the qualitative data were analysed using a constant comparative method (Creswell & Poth, 2016). The findings revealed that, by watching captioned TV series and films, most of the participants performed intentional learning of vocabulary and grammar, whereas some are engaged in incidental learning. The strategies used by EFL learners for intentional learning of vocabulary and grammar were also provided.

Employing incidental learning of vocabulary through videos

Teaching is aimed to allow the language learners to practice developing skills. In our case it is vocabulary development. In incidental learning, the situations are chosen by language learners. This means that the language learners initiate the interaction by requesting the participation of a teacher. Most often, incidental learning is used in the study of foreign languages, and is considered here in this context. The learner’s request can be verbal or non-verbal: for example, he can reach for an object that is out of reach, damage his clothes, cry, call an a teacher by name, ask for a toy, food or information. This study demonstrated the effectiveness of the incidental learning approach.

Review of English L2 Vocabulary Learning and Teaching: Concepts, Principles, and Pedagogy

Vocabulary knowledge is crucial for comprehending input and generating output. To date, vocabulary learning has been extensively researched regarding incidental vocabulary learning, the effect of various input modes and input enhancement techniques, yet more studies are needed to explore and discuss pedagogical implications. The monograph under review, authored by Lawrence J. Zwier and Frank Boers, bridges the gap between research and practice. The monograph elaborates on L2 vocabulary acquisition from theory development (Chapters 1 & 2), empirical studies (Chapters 3 & 4), curricular design (Chapters 5 to 7), and classroom practice (Chapters 8 to 11) respectively.

Incidental vocabulary learning from captioned video genres: vocabulary knowledge, comprehension, repetition, and working memory

The present study aims to examine incidental vocabulary learning from different genres of captioned videos while considering frequency, vocabulary knowledge, comprehension, and working memory. A total of 210 learners who learn English as a foreign language (EFL) were assigned to 6 treatment conditions that differed in terms of video genres (comedy, education, and documentary) and the number of times they watched the same video (once and twice), as well as a control group that only took the tests. The participants took a vocabulary test measuring form recognition, meaning recognition, and recall before watching the video, immediately afterward, and 2 weeks after watching it. A content comprehension test was also administered. The results support the role of different video genres in incidental vocabulary learning. In particular, the findings favored the comedy genre. Repetition, i.e. repeated viewing, was found to be significant only for incidental vocabulary learning in the immediate form recognition test. Complex working memory was found to be significant only for incidental vocabulary learning in delayed meaning recognition and recall. The breadth of vocabulary knowledge and comprehension significantly impacted incidental vocabulary learning performance. Relevant implications based on the findings were provided.

Exploration of Incidental Vocabulary Learning Strategies from Different Modes to Acquire Vocabulary

Exploration of Incidental Vocabulary Learning Strategies from Different Modes to Acquire Vocabulary

Effects of Content Support on Integrated Reading-writing Task Performance and Incidental Vocabulary Learning

Over the past few decades, task-based language teaching (TBLT) has spawned a series of studies on how various task features affect the way second language (L2) learners use the target language (TL)(e.g., Rostamian, Fazilatfar, & Jabbari, 2018) and acquire TL constructions by carrying out the task (e.g., Solon, Long, & Gurzynski-Weiss, 2017). The theoretical rationale for this strand of research is that task, a meaningful activity that entails TL use to achieve a specified objective (Bygate, Skehan, & Swain, 2001), can engage L2 learners in TL use and hence serve as a viable unit of L2 instruction. As the area has matured with accumulated empirical findings, researchers have commonly identified the near-exclusive attention paid to output-based tasks that entail productive skills such as speaking or writing (Gilabert, Manchón, & Vasylets, 2016). Receptive skills, however, play an important role in task-based instruction, creating opportunities for exposure to new TL features contained in the task input. Shintani (2012) aptly pinpoints the need for more research into input-based tasks that push learners to use the TL to respond to task input, and further asserts that outcome-oriented component can heighten learners’ sensitivity towards new TL features contained in the input and, in doing so, cater for incidental L2 learning. This is an important gap, considering the pervasive use of input-based tasks in many L2 instructional and naturalistic settings (e.g., responding to literature, replying to emails, or filling out a form following an instruction). Another gap in the literature is only marginal attention paid to the effects of task complexity on vocabulary learning. Thus far, target linguistic constructions in the TBLT studies have predominantly been L2 grammatical structures (e.g., Kim, 2012; Révész, Sachs, & Hama, 2014), while the applicability of the task-based approach to L2 vocabulary learning has largely been unattended. Against this background, the present study aimed at filling the gaps in the literature, i.e., the effects of task complexity on L2 learners’ performance in an integrated reading-writing task and learning of vocabulary contained in the task input.

Learning Concrete and Abstract Novel Words in Emotional Contexts: Evidence from Incidental Vocabulary Learning

ABSTRACT This study investigates the role of emotional linguistic input in learning novel words with abstract and concrete denotations. It is widely accepted that concrete words are processed more easily than abstract ones. Several theories of vocabulary acquisition additionally propose a critical role of sensorimotor and emotional information during novel word learning. In this study, proficient adult speakers of English read novel words denoting concrete and abstract words (e.g. boat vs religion) embedded in informative passages with different emotional valence (positive, neutral, and negative). After five exposures to each novel word in an emotionally consistent context, participants were tested on orthographic and semantic vocabulary learning, and provided valence judgments of these novel words. A concreteness advantage was seen in both tasks measuring semantic learning. Critically, valence of linguistic contexts was more influential for novel words with concrete denotations. In line with previous reports, the transfer of context emotionality to novel words (i.e. semantic prosody) took place in concrete stimuli but it was not found in abstract stimuli, even though both were embedded in emotional contexts. An equal advantage was seen for semantic learning of novel words with both concrete and abstract denotations seen in positive contexts. These findings provide support for weak embodied theories of cognition, which propose experiential and linguistic information as critical for concrete and abstract novel word learning.

How Subtitles in Videos Affect Chinese University Students’ Incidental Vocabulary Learning?

How Subtitles in Videos Affect Chinese University Students’ Incidental Vocabulary Learning?