Productive Vocabulary Knowledge Research Articles

Exploring Quantity and Diversity of Informal Digital Learning of English (IDLE): A Review of Selected Paper

This article reviews research on informal digital English (IDLE) learning that has increased in the field of English language teaching to other language speakers and computer-assisted language learning written by Ju Seong Lee (2019), entitled Quantity and Diversity of informal digital learning of English published by Language Learning & Technology. This present paper uses descriptive qualitative analysis in an attempt to understand how the quantity and diversity of IDLE can make a unique contribution to the English language outcomes of EFL learners from the researcher's perspective. Lee uses hierarchical linear regression analysis to show that IDLE Quantity, Age, and Major are significant predictors of two affective variables (Confidence and Pleasure), while IDLE Diversity and Major significantly predict productive language outcomes (Speaking and Productive Vocabulary Knowledge), score in the standard English Test (TOEIC), and one affective variable (Lack of Anxiety). This present article aims to review and discuss the findings on the strengths and the weaknesses found in Lee’s 2019 article. The article Lee made seems to possess a clear flow on how to explain these two types of education and make this article easy to understand. Therefore, the replication of Lee’s research is easy enough for similar research purposes.

Effects of Perceived Autonomy, Perceived Competence, and Peer Influence on High School Students’ English Vocabulary Learning Motivation and Vocabulary Knowledge

본 연구는 자기결정성 동기 이론을 바탕으로 지각된 자율성, 지각된 유능감, 지각된 관계성(또래 영향)이 영어 어휘 학습 동기 및 어휘 지식에 미치는 영향을 고찰하였다. 서울시 소재 여자고등학교 재학생(N = 160)을 대상으로 수용적ㆍ산출적 영어 어휘 지식을 평가하고 영어 어휘 학습 동기 및 동기의 선행요인에 대한 설문조사를 실시하 였다. 중다회귀 분석 결과, 첫째, 어휘 학습 동기는 수용적 어휘 지식과 산출적 어휘 지식을 유의미하게 예측하는 것으로 나타났다. 수용적 지식에 대해서는 외부적 조절이 정적으로, 부과된 조절과 무동기가 부적으로 영향을 미치는 반면, 산출적 어휘 지식에 대해서는 유일하게 내재적 동기가 정적인 영향을 미쳤다. 둘째, 지각된 자율성, 지각된 유능감, 또래 영향은 한국 고등학생들의 영어 어휘 학습 동기를 유의미하게 예측하는 선행요인들로 나타났다. 지각된 자율성은 외부적 조절에 부적인 영향을 미쳤 고, 지각된 유능감은 내재적 동기와 확인된 조절에 정적으로, 부과된 조절과 무동기에는 부적으로 영향을 미쳤다. 또래 영향은 외재적 동기 유형들과 무동기를 유의미하게 예측하였다. 마지막으로 다변량 분산 분석 결과, 지각된 자율성과 지각된 유능감이 모두 높은 집단은 자율성과 유능감이 모두 낮거나 어느 한 요인이 낮은 집단에 비해 자기 결정적 동기화 수준이 높고 무동기 수준이 낮았다. 또한, 지각된 자율성과 지각된 유능감이 모두 높은 집단은 두 요인이 모두 낮은 집단에 비해 수용적 및 산출적 어휘 지식이 유의미하게 높게 나타났다. 본 연구를 바탕으로, 한국 고등학생들의 영어 어휘 학습에 대한 자기 결정적 동기를 촉진하고 산출적 어휘 지식을 확장하는 데 있어, 특히 지각된 유능감을 고양해야 할 필요성이 시사되었다.The present study examines the effects of perceived autonomy, perceived competence, and peer influence on English vocabulary knowledge and learning motivation. Participants were 160 female high school students. The results of multiple regression analyses indicate that the participants’ motivation for English vocabulary learning significantly predicts their receptive and productive vocabulary knowledge. Both external regulation and introjected regulation significantly predict the receptive vocabulary knowledge, but in opposite directions. Only intrinsic motivation significantly predicts the productive vocabulary knowledge. Furthermore, perceived autonomy, perceived competence, and peer influence prove to be significant predictors of Korean high school students’ motivation for learning English vocabulary. While perceived autonomy negatively influences external regulation, perceived competence positively influences both intrinsic motivation and identified regulation. Peer influence has a significant impact on all three types of extrinsic motivation and amotivation. In addition, the results of multivariate analyses of variance showed that students with balanced high levels of perceived autonomy and perceived competence showed significantly higher levels in intrinsic motivation than their low-level counterparts. The former also outperformed the latter in both receptive and productive vocabulary knowledge. Overall, the study results suggest the need of enhancing Korean students’ perceived competence to promote their self-determining motivation for learning English vocabulary and productive vocabulary knowledge.

Efficacy of Task Type and Involvement Load on EFL Learners’ Vocabulary Knowledge

This study attempted to investigate how task type and involvement load affected EFL learners’ receptive and productive lexical knowledge across time. A total of 74 participants were randomly assigned to one of four groups and each group learned 6 target words through reading with one of four form-focused tasks inducing different involvement load. The lexical gains of both receptive and productive knowledge were measured by immediate and delayed posttests. It was found that task type had a significant effect on the acquisition of L2 receptive knowledge across time. In terms of productive vocabulary knowledge, the effect of task type was only significant in the immediate test but not significant in the delayed test. The involvement load had no significant effect on the acquisition of L2 receptive and productive vocabulary knowledge across time. This result did not support the Involvement Load Hypothesis, indicating that the theory did not hold true across L2 vocabulary learning conditions and the three components of task-induced involvement, i.e., need, search and evaluation, might give no equal weight to their contributions to L2 vocabulary acquisition.

Willingness to Communicate: A Predictor of Pushing Vocabulary Knowledge from Receptive to Productive.

The issue of moving vocabulary knowledge from receptive to productive mode is among the most important but less studied strands of second or foreign language learning. The present study served as an attempt to shed light on this issue by taking into account the trait of willingness to communicate as an indicator of learners' capability in promoting their lexical knowledge from receptive to productive status. It, in fact, sought to examine the role of willingness to communicate, as a type of individual difference, in the receptive/productive vocabulary knowledge of learners. The hypothesis underlying the study is that WTC can be regarded as a good predictor for not only the degree of learners' receptive and productive lexical knowledge size, but also as an indication of learners' success in transition of their word knowledge from receptive to productive mode. To accomplish this, 104 Iranian EFL learners were chosen to act as the study participants. They were given three different instruments (one to identify their willingness to communicate degree, one for measuring receptive vocabulary knowledge, and one for calculating their productive knowledge). Having gathered and analyzed the intended data, the study showed that high and low willingness to communicate learners had almost the same receptive lexical knowledge. Furthermore, it was revealed that learners with high level of willingness to communicate had more productive vocabulary knowledge than those with low level of willingness to communicate. Lastly, the study implied that willingness to communicate might be taken as a predictor of learners' transition of lexical knowledge from receptive to productive mode.

Conceptualization of Morphological Awareness and Productive Vocabulary Knowledge with Academic Writing

Conceptualization of Morphological Awareness and Productive Vocabulary Knowledge with Academic Writing

Comparing the effectiveness of input-based and output-based activities on productive knowledge of vocabulary among pre-intermediate EFL learners

The present study aimed to investigate the comparative impacts of input-based and output-based activities on vocabulary knowledge of Iranian EFL learners. To fulfil this objective, 54 intermediate EFL students out of 70 from a private language institute were chosen through administering the Oxford Quick Placement Test (OQPT). The selected participants were divided into one control group (n = 18) and two experimental groups including the input-based group (n = 18) and the output-based group (n = 18). Afterwards, all three groups took a productive vocabulary test as pre-test. Then, the experimental groups received the treatment. The experimental group 1 (input-based group) received the instruction through input-based activities and the experimental group 2 (output-based group) received the instruction through output-based activities. The whole treatment lasted for 9 sessions of 50 min. After the treatment, the post-test of productive vocabulary test was administered to the all groups. Also, after two weeks, a delayed post-test was administered to the learners to examine the effect of different input and output-based activities on EFL learners’ vocabulary retention. The results of, one-way ANOVA, and Scheffe post hoc tests revealed that both input-based and output-based groups outperformed the control group on the post-test and delayed post-tests. However, there was not a significant difference between the performances of the experimental groups on the post-test and delayed post-tests. The findings provide further evidence that both input-based and output-based activities lead to both productive vocabulary knowledge. In general, the results show similar levels of effects for input-based and output-based activities on vocabulary acquisition. The implications and suggestions for future research are also presented.

Productive Vocabulary Knowledge of ESL Learners

The paper seeks to investigate the level of productive knowledge of ESL learners, the writing quality and the relationship between the vocabulary knowledge and the writing quality. 150 final year students of English language in a university in Nigeria were randomly selected as respondents. The respondents were asked to write an essay of 300 words within one hour. The essays were typed into Vocab Profiler of Cobb (2002) and analyzed the Lexical Frequency Profile of the respondents. The essays were also assessed by independent examiners using a standard rubric. The findings reveal that the level of productive vocabulary knowledge of the respondents is limited. The writing quality of the majority of the respondent is fair and there is a significant correlation between vocabulary and the witting quality of the subjects. The researchers posit that productive vocabulary is the predictor of writing quality and recommend various techniques through which teaching and learning of vocabulary can be improved.

READ+ vs. READ : Investigating Extensive Reading and Vocabulary Knowledge Development Among Malaysian Remedial ESL Learners

Research supports extensive reading (ER), which draws on incidental learning, as a primary tool for second/foreign language vocabulary knowledge development. However, while it is deemed useful for vocabulary learning, the claim that ER on its own is sufficient for learners to experience significant lexical gains has been challenged. Instead, a more fitting measure appears to be a combination of incidental and intentional vocabulary learning, with ER followed by explicit vocabulary study. Given the issue of Malaysian tertiary students lacking English vocabulary knowledge, this quasi-experimental study implemented a method incorporating ER using graded readers and explicit vocabulary study (READ+) to observe its effectiveness for receptive and productive vocabulary knowledge development, as compared against another method (READ) in which only ER was utilised. The study was conducted in a Malaysian public university employing two groups of participants. Each group comprised 14 Malaysian undergraduates of the MUET Band 1 to Band 3 cohort undergoing a preparatory English language course at the university. Pre-, post- and delayed post-testings were carried out using the Vocabulary Knowledge Scale. Results from statistical analyses indicate that the READ+ group performed significantly better than the READ group for both receptive and productive vocabulary knowledge recall and retention.

Explorando as diferenças de conhecimento de vocabulário de inglês como segunda língua em alunos de graduação de uma região semiurbana

This study explored the differences in receptive and productive vocabulary knowledge in terms of word frequency level and vocabulary size in undergraduate learners of English as a Second Language (ESL). A total of 90 first-year undergraduate engineering students from a semi-urban region in India participated in the study. Two quantitative vocabulary tests, the Receptive Vocabulary Levels Test (Schmitt et al., 2001) and the Productive Vocabulary Levels Test (Laufer and Nation, 1999), were applied sequentially to the students. The first test focused on identifying receptive vocabulary size, while the second test measured productive vocabulary size. Data were analyzed using SPSS software. Results indicate that the students’ receptive word knowledge is higher than their productive word knowledge. Similarly, the students’ receptive vocabulary size is larger than their productive vocabulary size. Furthermore, the difference between their receptive and productive vocabulary size is 27.69%. In order to bridge this gap and increase their vocabulary knowledge and size, we recommend an activity-based, explicit vocabulary teaching approach through self- -learning, group learning and mutual learning in the regular classrooms.Keywords: vocabulary knowledge, word frequency levels, receptive and productive vocabulary size, undergraduate students.

Measurement Validity and Reliability of the Productive Vocabulary Knowledge Instrument for Arabic Learners in Malaysian Secondary Schools

Measurement Validity and Reliability of the Productive Vocabulary Knowledge Instrument for Arabic Learners in Malaysian Secondary Schools

Developing Lexical Competence Through Literature: A Study of Intermediate Students of Pakistan

This study brings to light the fact how much teaching English through literature renders any pay off in developing and honing the EFL/ESL learners’ lexical competence. This study strives to investigate the role of literature in developing the ESL/EFL learners’ lexical competence, find out the ESL/EFL learners’ attitude towards teaching lexical competence through literature, know the lexical competence level of the ESL learners, examine ESL/EFL learners’ vocabulary knowledge and get insight into the difference between the ESL/EFL learners’ receptive and productive knowledge of vocabulary. In the Pakistani context, literature seems to be inadequate language teaching tool at HSSC level. To achieve the set objectives, the researcher went for the quantitative research methodology. So, a questionnaire comprising of 15 items encompassing the different aspects of vocabulary was designed to collect data from 600 subjects (male/female) of intermediate level. The researcher has also conducted “Vocabulary Level Test” and “Word Associate Test” as achievement tests. The collected data were analyzed through software package (SPSS XX). The findings of this study explicitly reveal that the EFL learners remain unable to develop lexical competence when they are taught English through literature. This study recommends that the teaching of English should be application oriented and task-based strategies and activities should be resorted to by the EL educators.

Teacher Decisions in Selecting Vocabulary for Instruction to English Language Learners

In response to the paucity of literature on vocabulary instruction among high school-aged English language learners (ELLs), this study used concurrent think-aloud methodology to examine the decisions of high school teachers with little to no experience working with ELLs. Participating teachers were asked to read a sample text, selecting vocabulary they might focus on when working with ELLs in their classes. The results indicated that teacher experience was a key factor in vocabulary selection. Junior teachers in the subject areas focused almost exclusively on local-level comprehension as a rationale for vocabulary selection, whereas senior teachers in the content areas focused on relative word frequency and word formation as criteria for vocabulary selection. Pedagogical implications of the study recommend a focus on productive vocabulary knowledge in addition to receptive vocabulary knowledge, as well as vocabulary instruction integrated across subject areas through collaboration among ESL teachers and their colleagues in the content areas.

애니메이션 영화를 활용한 영어어휘 학습이 중학교 수준별 학습자에게 미치는 영향

This study aims to investigate the effects of explicit and implicit vocabulary learning through animation movies on middle school English language learners. One-hundred learners in two different proficiency levels were divided into explicit and implicit vocabulary learning groups. Their outcome was measured in terms of productive/receptive vocabulary knowledge as well as contextualized/ non-contextualized vocabulary knowledge. The findings of the study indicate that although there was no significant differences between explicit and implicit vocabulary learning in both high and low level learners, learners in different proficiency levels showed differences according to different test types. Specifically, high level learners’ performance in productive vocabulary knowledge were significantly better than that of low level learners. Additionally, high level learners showed better performance in contextualized type of questions, implying that they have acquired the strategy of using context in using vocabulary.

Informal digital learning of English and second language vocabulary outcomes: Can quantity conquer quality?

AbstractThis study investigated to what extent quantity (frequency/amount of time) and quality (diversity) of informal digital learning of English (IDLE) activities was conducive to second language (L2) vocabulary outcomes. Data (n = 77) were gathered quantitatively and qualitatively through a questionnaire, English vocabulary tests (ie, measuring receptive and productive vocabulary knowledge), and a semistructured interview from three universities in an English as a foreign language Korean context. Contrary to earlier findings, this study found that quantity of IDLE was not related to vocabulary scores. It revealed that the quality of IDLE was significantly, positively associated with vocabulary outcomes. These results lead us to the conclusion that the frequent practice of IDLE activities may not automatically guarantee successful L2 vocabulary gains. Rather, engagement with varied types of IDLE activities that combines both form‐ and meaning‐focused language learning is essential for achieving L2 vocabulary acquisition.

The Effects of Subtitled Movies on Learners’ Affective Domain and Productive Vocabulary Knowledge

The Effects of Subtitled Movies on Learners’ Affective Domain and Productive Vocabulary Knowledge

Korean L2 Learners’ Vocabulary Gap between Receptive and Productive Knowledge and the Factors Affecting the Gap

The study aims to explore Korean L2 learners’ gap between receptive and productive vocabulary knowledge and the factors affecting it. Taking an individual word-based approach, this research initially screened the participants out so that only the learners who perceived to ‘know’ all the target words were tested. A total of 90 out of 101 university students were tested with 96 questions (adopted from Nation 2001 and created based on Nation 2012). The results of an independent t-test suggest the imbalance of their vocabulary knowledge with smaller productive than receptive knowledge. The results of comparison between the words with production-based learning treatment and the ones without confirm the effectiveness of the production-based learning in order to narrow the receptive-productive gap. The results of Pearson product-moment correlation coefficient suggest that the learners with more experience in L2 production had narrower gap between receptive and productive knowledge.

Probing the Effects of Task Types on EFL Learners’ Receptive and Productive Vocabulary Knowledge: The Case of Involvement Load Hypothesis

This study examined the effects of task types on English as a foreign language (EFL) learners’ receptive and productive vocabulary knowledge. To this end, 130 (70 female and 60 male) EFL learners were randomly assigned to one of six tasks of learning 30 target words. The design of the tasks was based on the involvement load hypothesis (ILH) arguing that learning of unfamiliar words to be contingent on the amount of task induced involvement. The components of involvement in ILH include need (N), search (S), and evaluation (E). In this study, the tasks induced the same or different involvement loads regarding the presence and strength of each component: paragraph writing (+N, +S, ++E), sentence writing (+N, +S, +E), combining (+N, –S, +E), fill in the blank (+N, –S, +E), translation (+N, –S, +E), and control (–N, –S, –E). After the last treatment session, both receptive and productive knowledge of the target words were measured. Moreover, a delayed posttest was administered 1 month later. The results revealed that all output tasks were more effective than the control task in enhancing the participants’ receptive and productive vocabulary knowledge. Moreover, paragraph writing task was found to be the most effective task.

Breadth of Productive Vocabulary Knowledge of Pre-Service Teachers: Basis for the Proposed Intervention Strategies in Vocabulary Enhancement

Breadth of Productive Vocabulary Knowledge of Pre-Service Teachers: Basis for the Proposed Intervention Strategies in Vocabulary Enhancement

Roles of Receptive and Productive Vocabulary Knowledge in L2 Writing through the Mediation of L2 Reading Ability

The present study aims to investigate the direct and indirect contributions of Korean EFL college students’ L2 receptive and productive vocabulary knowledge to their L2 writing performances by using a structural equation modeling (SEM) analysis with a goal to explore the pathways of vocabulary knowledge to writing. Data from 178 students were collected through tests of receptive and productive vocabulary breadth and depth, a writing test and a reading test. In testing a hypothesized model on the roles of receptive and productive vocabulary in writing, the results of the SEM analysis reveal the direct role of productive vocabulary in writing. The indirect role of receptive vocabulary on writing was observed through the mediating role of productive vocabulary or reading ability due to the direct contribution of receptive vocabulary to both productive vocabulary and reading and that of productive vocabulary and reading to writing. Findings from the study shed light on the relations of L2 receptive and productive vocabulary knowledge with L2 writing abilities, suggesting potential benefits of both receptive and productive vocabulary learning for L2 writing.

Predictive Power of Receptive and Productive Vocabulary Knowledge for L2 Writing Ability

Predictive Power of Receptive and Productive Vocabulary Knowledge for L2 Writing Ability