Re-examining the effects of word writing on vocabulary learning

Webb, Stuart; Piasecki, Anna E.

Abstract

This study investigated the effects of word writing on vocabulary learning by comparing three conditions in which there was (a) limited time to write words, (b) unlimited time to write words, and (c) a non-writing word- picture pairs comparison. Non-native speakers studying English as a second language encountered 8 word-picture pairs in each condition and were administered a test measuring form recall and another measuring receptive knowledge of written form. The results indicated that there was little differ- ence between scores on both tests when time on task was the same. How- ever, when the participants had as much time as they needed to write and learn words, they had higher scores on both dependent measures than when learning in the other two conditions. The findings suggest that an ecologi- cally valid approach to word writing may facilitate vocabulary learning.

Citation

Webb, S., & Piasecki, A. E. (2020). Re-examining the effects of word writing on vocabulary learning. In Approaches to Teaching, Learning, Testing, Researching L2 Vocabulary (73-94). Amsterdam: John Benjamins Publishing. https://doi.org/10.1075/bct.109.itl.00007.web

• Publication Date: 2020
• Deposit Date: Oct 25, 2022
• Publisher: John Benjamins Publishing
• Pages: 73-94
• Book Title: Approaches to Teaching, Learning, Testing, Researching L2 Vocabulary
• ISBN: 9789027207418
• DOI: https://doi.org/10.1075/bct.109.itl.00007.web
• Keywords: word writing, vocabulary learning, ecological approach
• Public URL: https://uwe-repository.worktribe.com/output/10105774
• Publisher URL: https://benjamins.com/catalog/bct.109.itl.00007.web
• Related Public URLs: https://benjamins.com/catalog/bct.109