The Effect of Word-focused Activity on L2 Learners' Reading Behavior and Vocabulary Learning
Dissertation Title: L2 Vocabulary Learning From Reading: Effects of Word-Focused Activity Type, Learner Variables, Announcement, and Reading Behavior
Dissertation Committee: Dr. Janet Nicol (Chair), Dr. Beatrice Dupuy, Dr. Peter Ecke, Dr. Adriana Picoral
Abstract: Vocabulary learning can be enhanced if a comprehension task, such as reading a text, is followed by a word-focused activity that directs learners’ attention to new target vocabulary encountered during reading. Examples of such activities include fill-in-the-blank tasks or writing a text summary. Despite evidence supporting the effectiveness of post-reading word-focused activities on vocabulary learning, four key questions remain unanswered: (a) Does the word-focused activity following reading promote learning of new vocabulary beyond the classroom without instructor support? (b) Does learners’ L2 proficiency moderate the effectiveness of a post-reading word-focused activity? (c) Does knowing about an upcoming post-reading word-focused activity influence learning gains? and (d) Does the post-reading word-focused activity affect learners’ subsequent reading of target vocabulary, thereby aiding vocabulary development?
These gaps are explored in a three-article dissertation. The first article addressed the first three questions, and the second and third article addressed the last question using different methodologies: self-paced reading and eye-tracking technology.
Results from the first article showed that engaging in a post-reading word-focused activity facilitated the recall of novel word meanings without instructor support, particularly for L2 high-intermediate learners but not for L2 high-proficient learners. On the other hand, being informed about an upcoming post-reading word-focused activity did not impact vocabulary learning.
The second and third articles also revealed the benefits of interacting with target new vocabulary through post-reading word-focused activities. However, regarding the impact of these activities on the reading behavior of target vocabulary, results were mixed. The self-paced reading study showed no differences in reading times, while the eye-tracking study indicated that post-reading activities influenced how learners processed target words during follow-up readings. Specifically, in the summary activity, a faster reading speed during the second reading task compared to the first positively correlated with production test accuracy. Additionally, words not learned during post-reading activity but later recalled successfully in the vocabulary tests showed similar reading times between the first and second reading tasks, and this phenomenon was mainly observed in the fill-in-the-blank activity, rather than the summary activity.
The findings are expected to (1) help L2 teachers and learners make informed pedagogical choices regarding such activities and (2) provide useful insights about the cognitive processes involved in vocabulary learning through post-reading word-focused activities.
