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.
(1996) Exploring new applications of the keyword method to acquire English vocabulary. Language Learning, 46(3), 379–395.
Baayen, R. H., Piepenbrock, R., & Van Rijn, H.
(1993) The CELEX lexical database [CD- ROM].
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.
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.
Bahrick, H. P., & Phelps, E.
(1987) Retention of Spanish vocabulary over 8 years. Journal of Experimental Psychology: Learning, Memory, & Cognition, 13(2), 344–349.
Barcroft, J.
(2007) Effects of opportunities for word retrieval during second language vocabulary learning. Language Learning, 57(1), 35–56.
Barcroft, J.
(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.
Barcroft, J.
(2004) Effects of sentence writing in second language lexical acquisition. Second Language Research, 20(4), 303–334.
Barcroft, J.
(2002) Semantic and structural elaboration in L2 lexical acquisition. Language Learning, 52(2), 323–363.
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.
Cohen, J.
(1988) Statistical power analysis for the behavioral sciences (Vol. 2nd1). Hillsdale, NJ: Lawrence Erlbaum Associates.
Crothers, E., & Suppes, P.
(1967) Experiments in second language learning. New York, NY: Academic Press.
Ellis, N. C., & Beaton, A.
(1993) Psycholinguistic determinants of foreign language vocabulary learning. Language Learning, 43(4), 559–617.
Griffin, G. F., & Harley, T. A.
(1996) List learning of second language vocabulary. Applied Psycholinguistics, 171, 443–460.
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.
Joe, A.
(1998) What effects do text-based tasks promoting generation have on incidental vocabulary acquisition?Applied Linguistics, 19(3), 357–377.
Joe, A.
(1995) Text-based tasks and incidental vocabulary learning. Second Language Research, 11(2), 149–158.
Karpicke, J. D., & Roediger, H. L.
(2008) The critical importance of retrieval for learning. Science, 319(5865), 966–968.
Karpicke, J. D., & Roediger, H. L.
(2007) Repeated retrieval during learning is the key to long-term retention. Journal of Memory and Language, 57(2), 151–162.
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.
Laufer, B., & Shmueli, K.
(1997) Memorizing new words: Does teaching have anything to do with it?RELC Journal, 28(1), 89–108.
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.
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.
(1977) Levels of processing versus transfer appropriate processing. Journal of Verbal Learning and Verbal Behavior, 519–533.
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.
Nakata, T.
(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.
Nation, I. S. P.
(2006) How large a vocabulary is needed for reading and listening?The Canadian Modern Language Review, 631, 59–82.
Nation, I. S. P., & Webb, S.
(2011) Researching and Analyzing Vocabulary. Boston, MA: Heinle.
Pressley, M., Levin, J. R., & Miller, G. E.
(1982) The keyword method compared to alternative vocabulary learning strategies. Contemporary Educational Psychology, 71, 50–60.
Prince, P.
(1996) Second language vocabulary learning: The role of context versus translations as a function of proficiency. Modern Language Journal, 801, 478–493.
Schneider, W., Eschman, A., & Zuccolotto
(2002a) E-Prime Reference Guide. Pittsburgh, PA: Psychology Software Tools Inc.
(1929) An experiment in verbal learning. Journal of Educational Psychology, 201, 452–457.
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.
Thorndike, E. L.
(1908) Memory for paired associates. Psychological Review, 151, 122–138.
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.
Webb, S.
(2009a) The effects of receptive and productive learning of word pairs on vocabulary knowledge. RELC Journal, 40(3), 360–376.
Webb, S.
(2009b) The effects of pre-learning vocabulary on reading comprehension and writing. Canadian Modern Language Review, 651, 441–470.
Webb, S.
(2007) Learning word pairs and glossed sentences: The effects of a single sentence on vocabulary knowledge. Language Teaching Research, 111, 63–81.
Webb, S.
(2005) Receptive and productive vocabulary learning: The effects of reading and writing on word knowledge. Studies in Second Language Acquisition, 271, 33–52.
Webb, W. B.
(1962) The effects of prolonged learning on learning. Journal of Verbal Learning and Verbal Behavior, 11, 173–182.
Cited by
Cited by 7 other publications
Bashori, Muzakki, Roeland van Hout, Helmer Strik & Catia Cucchiarini
2022. ‘Look, I can speak correctly’: learning vocabulary and pronunciation through websites equipped with automatic speech recognition technology. Computer Assisted Language Learning► pp. 1 ff.
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.
2021. Does writing words in notes contribute to vocabulary learning?. Language Teaching Research► pp. 136216882110621 ff.
Uchihara, Takumi, Masaki Eguchi & Jon Clenton
2022. The contribution of guessing from context and dictionary use to receptive and productive vocabulary knowledge: A structural equation modeling approach. Language Teaching Research► pp. 136216882211221 ff.
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.
Ye, Shelly Xueting & Jia Shi
2022. Comparing the impact of word writing and typing via mobile devices on L2 vocabulary learning. Educational Studies► pp. 1 ff.
This list is based on CrossRef data as of 23 may 2023. 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.