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Australian Review of Applied Linguistics: Online-First Articles

Exploring EFL vocabulary learning through the story continuation writing task

A mixed-methods study

 | Guangdong University of Foreign Studies
ORCID logo | The Education University of Hong Kong
 | Department of Education of Guangdong Province
Although Reading-Writing Integrated Tasks (RWITs) are known to be effective for vocabulary learning, few studies have explored learners’ cognitive behaviors in processing new words during RWITs. Using a mixed-methods design, this study examined both the learning outcomes and cognitive processes of vocabulary acquisition through the Story Continuation Writing Task (SCWT), an emerging RWIT in EFL contexts. Forty-one Chinese EFL students were divided into two groups: one created an ending to an English story (SCWT), and the other summarized its main ideas (control). Results showed that (1) the SCWT group outperformed the control group in retaining word knowledge related to meaning and use, though no significant difference was found in form knowledge gains; and (2) SCWT participants engaged in more frequent and deeper vocabulary processing, including checking glossaries, preparing words for writing, engaging deeply with the text, activating personal experiences, and meticulously revising their work. These findings enhance our understanding of RWITs and inform the use of SCWTs for vocabulary instruction in EFL contexts.
Keywords: vocabulary learning, reading-writing integrated task, story continuation writing task, cognitive processing, EFL
Article outline
  • 1.Introduction
  • 2.Literature review
    • 2.1Theoretical background
    • 2.2Reading-writing integrated tasks (RWITs) and EFL vocabulary learning
    • 2.3The story continuation writing task
  • 3.Method
    • 3.1Participants
    • 3.2Instruments
      • 3.2.1Reading material and task design
      • 3.2.2Target words
      • 3.2.3Think-aloud protocol
      • 3.2.4Vocabulary tests
    • 3.3Procedures
    • 3.4Data analysis
  • 4.Results
    • 4.1Learning outcomes
    • 4.2Learning processes
      • 4.2.1Going beyond checking the glossary in preparing words for writing
      • 4.2.2Deep involvement with reading texts in various ways
      • 4.2.3Activation of personal experience and prior knowledge
      • 4.2.4Careful verifying and revising after writing
  • 5.Discussion
  • 6.Conclusions, implications and limitations
  • References
Published online: 26 November 2024
DOI logo
https://doi.org/10.1075/aral.24036.tu
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