A Longitudinal Study on the Effect of Mode of Reading on Incidental Collocation Learning and Predictors of Learning Gains

Abstract

This paper reports on a longitudinal study on the impact of reading mode on incidental collocation learning and predictors of learning gains. The experiment lasted 11 weeks and involved 118Vietnamese EFL learners who were assigned to an experimental group and a no treatment control group. The experimental group encountered 32 target collocations in three graded readers in three reading modes: reading-while-listening, reading with textual input enhancement (i.e., underlining), and reading-while-listening plus textual input enhancement in a counterbalanced fashion. Incidental learning was assessed at the level of form recall. The findings indicated a significant effect of reading mode on the learning of collocations. Significantly more collocations were learned in reading-while-* Correspondence concerning this article should be addressed to Duy

Vietnamese EFL learners’ perspectives on online extensive reading during emergency remote L2 teaching

“…Indeed, previous research has shown that extensive reading could improve learners' reading (Bell, 2001;Iwahori, 2008;Mason & Krashen, 1997), grammar (Lee et al, 2015;Sheu, 2003;Yang, 2001), and vocabulary (Horst, 2005;Pigada & Schmitt, 2006;Senoo & Yonemoto, 2014;Vu & Peters, 2020, 2021a, 2022. Therefore, online extensive reading could have the same effects on L2 learners' English competence as previously shown for extensive reading.…”

Effectiveness of Training EFL Majors on Multi-word Expressions to Develop Writing Quality

“…In a study undertaken by Bui et al (2020) on Vietnamese students who were trained to detect MWE in English texts, results showed that there is a positive correlation between a higher vocabulary size and understanding MWE using online sources. In a more recent study, Vu and Peters (2022) concluded that higher scores students gain in lexical tests signify higher MWE proficiency attained through reading. Thus, students possessing rich vocabulary are expected to excel in acquiring MWE knowledge.…”

Incidental collocation learning from reading-while-listening and captioned TV viewing and predictors of learning gains

“…Previous research has revealed mixed findings about the effects of item-related factors on incidental collocation learning (e.g., Puimège & Peters, 2019Vu & Peters, 2021a, 2022a. In terms of collocational congruency, i.e., the availability of literal first language (L1) translations for L2 collocations, Peters (2021a, 2022a) revealed that more congruent collocations were learned incidentally from reading than non-congruent collocations.…”

“…A significant amount of research has shown that reading-while-listening is beneficial for learning single words (e.g., Chen, 2021;Vu & Peters, 2022b) and collocations (e.g., Vu & Peters, 2021a, 2022aWebb & Chang, 2020;Webb, Newton & Chang, 2013).…”

“…Several studies have shown that learners' prior vocabulary knowledge affects incidental collocation learning from reading (e.g., Vilkaitė, 2017;Vu & Peters, 2021a, 2022a and TV viewing (e.g., Majuddin et al 2021;Puimège & Peters, 2019. As for reading, better prior vocabulary knowledge can help students read more fluently and focus on longer chunks in texts rather than individual words (Vilkaitė, 2017) or devote more attention to processing and acquiring new lexical items more successfully (Vu & Peters, 2021a, 2022a. Similar to reading, Peters (2019, 2020) and Majuddin et al (2021) reported that learners with larger prior vocabulary knowledge were more likely to pick up more multiword expressions from audiovisual input.…”