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Article published In:
Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics
Vol. 34:1 (2021) ► pp.31–52

Incidental vocabulary learning and retention of EFL learners

To what extent is topic interest a factor?

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Research addressing the effect of interest on learning has been thoroughly discussed in learning theory (Renninger et al., 2014). From this rich research field, topic interest has been put forward as a relevant variable in learning in general (Hidi, 2001; Renninger, 2009), and in L2 reading comprehension (Brantmeier, 2006; Eidswick, 2009). However, research focusing on the extent of its influence on L2 incidental vocabulary learning has been scarce (Lee & Pulido, 2017). Thus, this study sought to explore the relationship between topic interest and L2 vocabulary learning by asking 55 male EFL learners at a technological university in Chile to read texts in two conditions (high topic interest and low topic interest) and then assessing incidental learning and retention of twenty target words. Results suggest that topic interest influenced the vocabulary gains made by learners, and that the relationship between topic interest and vocabulary learning and retention can be mediated by dictionary look-up behaviour. Findings are discussed with a focus on the pedagogical actions that can increase learner topic interest.
Keywords: vocabulary learning, topic interest, second language learning, dictionary use
Article outline
  • 1.Introduction
  • 2.Literature review
    • 2.1Interest and learning theory
    • 2.2Topic interest and learning theory
    • 2.3Studies on topic interest and L2 reading comprehension
    • 2.4Topic interest and L2 incidental vocabulary learning
  • 3.Research methodology
    • 3.1Participants
    • 3.2Materials
      • 3.2.1Topic interest survey
      • 3.2.2Translation production pretest
      • 3.2.3Interest ranking scale
      • 3.2.4Translation production and translation recognition posttests
    • 3.3Procedures
      • 3.3.1First session
      • 3.3.2Second session
      • 3.3.3Third session
  • 4.Results and discussion
    • 4.1Descriptive data for the posttests
    • 4.2Immediate vocabulary posttest results
    • 4.3Delayed vocabulary posttest results
    • 4.4Relationship between topic interest, vocabulary learning, and dictionary look-up behaviour
  • 5.Conclusion and implications
    • 5.1Limitations
    • 5.2Implications for pedagogy
  • Acknowledgements
  • References
Published online: 22 July 2021
DOI logo
https://doi.org/10.1075/resla.19049.can
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