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

Stuart Webb | University of Western Ontario

Anna Piasecki | 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: ecological approach, vocabulary learning, word writing

Published online: 16 April 2018
https://doi.org/10.1075/itl.00007.web

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