Re-examining the effects of word writing on vocabulary learning

Webb, Stuart; Piasecki, Anna

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 difference between scores on both tests when time on task was the same. However, 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 ecologically valid approach to word writing may facilitate vocabulary learning.

Citation

Webb, S., & Piasecki, A. (2018). Re-examining the effects of word writing on vocabulary learning. ITL, 169(1), 72-94. https://doi.org/10.1075/itl.00007.web

• Journal Article Type: Article
• Acceptance Date: Dec 11, 2017
• Online Publication Date: Apr 16, 2018
• Publication Date: Apr 23, 2018
• Deposit Date: Apr 25, 2018
• Publicly Available Date: Jul 12, 2018
• Journal: International Journal of Applied Linguistics
• Print ISSN: 0019-0829
• Publisher: John Benjamins Publishing
• Peer Reviewed: Peer Reviewed
• Volume: 169
• Issue: 1
• Pages: 72-94
• DOI: https://doi.org/10.1075/itl.00007.web
• Public URL: https://uwe-repository.worktribe.com/output/869183
• Publisher URL: https://doi.org/10.1075/itl.00007.web
• Additional Information: Additional Information : Article under copyright and the publisher (John Benjamins Publishing) should be contacted for permission to re-use or reprint the material in any form.