Article published in:
Approaches to learning, testing, and researching L2 vocabulary
Edited by Stuart Webb
[ITL - International Journal of Applied Linguistics 169:1] 2018
► pp. 72–94

Re-examining the effects of word writing on vocabulary learning

| University of Western Ontario
| University of the West of England, Bristol
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.
Keywords: word writing, vocabulary learning, ecological approach
Article outline
  • 1.Introduction
  • 2.Background
  • 3.The present study
    • 3.1Research questions
  • 4.Methodology
    • 4.1Participants
    • 4.2Target words
    • 4.3Design
    • 4.4Dependent measures
  • 5.Results
  • 6.Discussion
  • 7.Conclusion
  • References
Published online: 16 April 2018
https://doi.org/10.1075/itl.00007.web
References
Avila, E., & Sadoski, M.
(1996) Exploring new applications of the keyword method to acquire English vocabulary. Language Learning, 46(3), 379–395. CrossrefGoogle Scholar
Baayen, R. H., Piepenbrock, R., & Van Rijn, H.
(1993) The CELEX lexical database [CD- ROM].Google Scholar
Bahrick, H. P.
(1984) Semantic memory content in permastore: Fifty years of memory for Spanish learned in school. Journal of Experimental Psychology: General, 1131, 1–37. CrossrefGoogle Scholar
Bahrick, H. P., Bahrick, L. E., Bahrick, A. S., & Bahrick, P. E.
(1993) Maintenance of foreign language vocabulary and the spacing effect. Psychological Science, 4(5), 316–321. CrossrefGoogle Scholar
Bahrick, H. P., & Phelps, E.
(1987) Retention of Spanish vocabulary over 8 years. Journal of Experimental Psychology: Learning, Memory, & Cognition, 13(2), 344–349. CrossrefGoogle Scholar
Barcroft, J.
(2007) Effects of opportunities for word retrieval during second language vocabulary learning. Language Learning, 57(1), 35–56. CrossrefGoogle Scholar
(2006) Can writing a new word detract from learning it? More negative effects of forced output during vocabulary learning. Second Language Research, 22(4), 487–497. CrossrefGoogle Scholar
(2004) Effects of sentence writing in second language lexical acquisition. Second Language Research, 20(4), 303–334. CrossrefGoogle Scholar
(2002) Semantic and structural elaboration in L2 lexical acquisition. Language Learning, 52(2), 323–363. CrossrefGoogle Scholar
Cepeda, N. J., Pashler, H., Vul, E., Wixted, J. T., & Rohrer, D.
(2006) Distributed practice in verbal recall tasks: A review and quantitative synthesis. Psychological Bulletin, 132(3), 354–380. CrossrefGoogle Scholar
Cohen, J.
(1988) Statistical power analysis for the behavioral sciences (Vol. 2nd1). Hillsdale, NJ: Lawrence Erlbaum Associates.Google Scholar
Crothers, E., & Suppes, P.
(1967) Experiments in second language learning. New York, NY: Academic Press.Google Scholar
Ellis, N. C., & Beaton, A.
(1993) Psycholinguistic determinants of foreign language vocabulary learning. Language Learning, 43(4), 559–617. CrossrefGoogle Scholar
Griffin, G. F., & Harley, T. A.
(1996) List learning of second language vocabulary. Applied Psycholinguistics, 171, 443–460. CrossrefGoogle Scholar
Hays, M. J., Kornell, N., & Bjork, R. A.
(2010) The costs and benefits of providing feedback during learning. Psychonomic Bulletin & Review, 17(6), 797–801. CrossrefGoogle Scholar
Joe, A.
(1998) What effects do text-based tasks promoting generation have on incidental vocabulary acquisition? Applied Linguistics, 19(3), 357–377. CrossrefGoogle Scholar
(1995) Text-based tasks and incidental vocabulary learning. Second Language Research, 11(2), 149–158. CrossrefGoogle Scholar
Karpicke, J. D., & Roediger, H. L.
(2008) The critical importance of retrieval for learning. Science, 319(5865), 966–968. CrossrefGoogle Scholar
(2007) Repeated retrieval during learning is the key to long-term retention. Journal of Memory and Language, 57(2), 151–162. CrossrefGoogle Scholar
Landauer, T. K., & Bjork, R. A.
(1978) Optimum rehearsal patterns and name learning. In M. M. Gruneberg, P. E. Morris, & R. N. Sykes (Eds.), Practical aspects of memory (pp. 625–632). London: Academic Press.Google Scholar
Laufer, B., & Shmueli, K.
(1997) Memorizing new words: Does teaching have anything to do with it? RELC Journal, 28(1), 89–108. CrossrefGoogle Scholar
Levin, J. R., McCormick, C. B., Miller, G. E., Berry, J. K., & Pressley, M.
(1982) Mnemonic versus nonmnemonic vocabulary-learning strategies for children. American Educational Research Journal, 19(1), 121–136. CrossrefGoogle Scholar
McNamara, D. S., & Healy, A. F.
(1995) A generation advantage for multiplication skill training and nonword vocabulary acquisition. In A. F. Healy & J. L. E. Bourne (Eds.), Learning and memory of knowledge and skills: Durability and specificity (pp. 132–169). Thousand Oaks, CA: Sage. CrossrefGoogle Scholar
Mondria, J. -A. & Wiersma, B.
(2004) Receptive, productive, and receptive + productive L2 vocabulary learning: what difference does it make? In P. Bogaards & B. Laufer (Eds.), Vocabulary in a second language: Selection, acquisition and testing (pp. 79–100). Amsterdam: John Benjamins. CrossrefGoogle Scholar
Morris, C. D., Bransford, J. D., & Franks, J. J.
(1977) Levels of processing versus transfer appropriate processing. Journal of Verbal Learning and Verbal Behavior, 519–533. CrossrefGoogle Scholar
Nakata, T.
(2017) Does repeated practice make perfect? The effects of within-session repeated retrieval on second language vocabulary learning. Studies in Second Language Acquisition, 391, 653–679. CrossrefGoogle Scholar
(2015) Effects of expanding and equal spacing on second language vocabulary learning: Does gradually increasing spacing increase vocabulary learning? Studies in Second Language Acquisition, 371, 677–711. CrossrefGoogle Scholar
Nation, I. S. P.
(2006) How large a vocabulary is needed for reading and listening? The Canadian Modern Language Review, 631, 59–82. CrossrefGoogle Scholar
Nation, I. S. P., & Webb, S.
(2011) Researching and Analyzing Vocabulary. Boston, MA: Heinle.Google Scholar
Pressley, M., Levin, J. R., & Miller, G. E.
(1982) The keyword method compared to alternative vocabulary learning strategies. Contemporary Educational Psychology, 71, 50–60. CrossrefGoogle Scholar
Prince, P.
(1996) Second language vocabulary learning: The role of context versus translations as a function of proficiency. Modern Language Journal, 801, 478–493. CrossrefGoogle Scholar
Schneider, W., Eschman, A., & Zuccolotto
(2002a) E-Prime Reference Guide. Pittsburgh, PA: Psychology Software Tools Inc.Google Scholar
(2002b) E-Prime User’s Guide. Pittsburgh, PA: Psychology Software Tools.Google Scholar
Stoddard, G. D.
(1929) An experiment in verbal learning. Journal of Educational Psychology, 201, 452–457. CrossrefGoogle Scholar
Thomas, M. H. & Dieter, J. N.
(1987) The positive effects of writing practice on integration of foreign words in memory. Journal of Educational Psychology, 79(3), 249–53. CrossrefGoogle Scholar
Thorndike, E. L.
(1908) Memory for paired associates. Psychological Review, 151, 122–138. CrossrefGoogle Scholar
Waring, R.
(1997) A study of receptive and productive learning from word cards. Studies in Foreign Languages and Literature (Notre Dame Seishin University, Okayama), 21(1): 94–114.Google Scholar
Webb, S.
(2009a) The effects of receptive and productive learning of word pairs on vocabulary knowledge. RELC Journal, 40(3), 360–376. CrossrefGoogle Scholar
(2009b) The effects of pre-learning vocabulary on reading comprehension and writing. Canadian Modern Language Review, 651, 441–470. CrossrefGoogle Scholar
(2007) Learning word pairs and glossed sentences: The effects of a single sentence on vocabulary knowledge. Language Teaching Research, 111, 63–81. CrossrefGoogle Scholar
(2005) Receptive and productive vocabulary learning: The effects of reading and writing on word knowledge. Studies in Second Language Acquisition, 271, 33–52. CrossrefGoogle Scholar
Webb, W. B.
(1962) The effects of prolonged learning on learning. Journal of Verbal Learning and Verbal Behavior, 11, 173–182. CrossrefGoogle Scholar
Cited by

Cited by 3 other publications

Candry, Sarah, Julie Decloedt & June Eyckmans
2020. Comparing the merits of word writing and retrieval practice for L2 vocabulary learning. System 89 ► pp. 102206 ff. Crossref logo
Jin, Zhouhan & Stuart Webb
2021. Does writing words in notes contribute to vocabulary learning?. Language Teaching Research ► pp. 136216882110621 ff. Crossref logo
Vandenberghe, Bert, Maribel Montero Perez, Bert Reynvoet & Piet Desmet
2021. COMBINING EXPLICIT AND SENSITIVE INDICES FOR MEASURING L2 VOCABULARY LEARNING THROUGH CONTEXTUALIZED INPUT AND WORD-FOCUSED INSTRUCTION. Studies in Second Language Acquisition 43:5 ► pp. 1009 ff. Crossref logo

This list is based on CrossRef data as of 15 april 2022. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.