Modeling Taiwanese adolescent learners' English vocabulary acquisition and retention: The washback effect of the College Entrance Examination Center's reference word list

Reynolds, Barry Lee; Shih, Ying-Chun; Wu, Weihua

doi:10.1016/j.esp.2018.08.001

Cited by 10 publications

(12 citation statements)

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“…examine the role of cognateness in English vocabulary learning by native speakers of Chinese. Reynolds et al (2018) examined the role of polysemy, part of speech, word length, word family size and frequency of exposure to words on IF. Although this study did not examine the role of cognateness on Taiwanese learners' vocabulary acquisition, it is briefly reviewed here because it is similar in design and aims to Reynolds et al (2015).…”

Section: The Relative Role Of Cognateness Word Frequency and Length mentioning

confidence: 99%

“…Using a Yes/No test instead of the VST also enabled us to have a higher sampling rate than some earlier studies. The sampling rate in the VST (which was used in Willis and Ohashi 2012, Reynolds et al 2015and Reynolds et al 2018) is 10 words per 1,000 word families band (Nation and Beglar 2007). According to Gyllstad et al (2015) asampling rate of 10 items per 1,000 in the VST is not sufficient for the findings to be generalisable to all 1,000 items while higher sampling rates (they tested the reliability of up to 30 items sampled from 1,000) lead to satisfactory levels of reliability.…”

Section: The Present Studymentioning

confidence: 99%

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Spanish L1 EFL learners’ recognition knowledge of English academic vocabulary: The role of cognateness, word frequency and length

Urdaniz

Skoufaki

2019

Applied Linguistics Review

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Academic vocabulary knowledge predicts students’ academic achievement across educational levels. English academic vocabulary knowledge is especially valuable because English is used in academia worldwide. Therefore, examining the factors that can predict English academic vocabulary knowledge can inform pedagogy, thus indirectly boosting students’ chances of academic success around the world. This study examines the extent to which cognateness, word frequency and length predict the ability of English as a Foreign Language (EFL) learners who have Spanish as their first language (L1) to recognise written English academic words. 38 Spanish L1 university students’ recognition knowledge of English cognates was measured via a Yes/No test containing words sampled from the most frequent 1,000 lemmas of the Academic Vocabulary List (Gardner and Davies 2014). 34 participants’ data were retained in the final analysis, a multiple regression with item facility (IF) as the outcome variable and word frequency, cognateness and word length as predictors. Most of the IF variance is explained by word frequency, followed by cognateness and finally a frequency by cognateness interaction whereby word frequency is more predictive of IF for non-cognates than cognates. These findings indicate that academic cognate-word awareness raising activities can be worthwhile. Implications for research and pedagogy are discussed.

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Section: The Relative Role Of Cognateness Word Frequency and Length mentioning

confidence: 99%

Section: The Present Studymentioning

confidence: 99%

Spanish L1 EFL learners’ recognition knowledge of English academic vocabulary: The role of cognateness, word frequency and length

Urdaniz

Skoufaki

2019

Applied Linguistics Review

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“…In recent years, washback has received many researchers' attention worldwide while studying the effects of assessment and testing on learning and teaching a foreign language (Okcu, 2015;Reynolds et al, 2018;Tayeb et al, 2018;Rahman et al, 2021). In this section, the importance of the washback effect among international researchers and then Iranian researchers were presented.…”

Section: Empirical Background Of the Washback Effectmentioning

confidence: 99%

A critical literature review on the washback effect of task-based vocabulary assessment on Iranian EFL learners

Fasih

2022

Front. Educ.

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The present critical literature review explored the previous research articles to find out the washback effect of task-based assessment (TBA) of vocabulary on EFL learners. While the diversity of teaching and testing methods within today’s EFL classrooms continues to increase, it is better to pay attention to alternative methods of assessment like task-based vocabulary assessments in contrast to traditional assessment. Despite the existence of many research articles in the field of alternative teaching and assessment methods, Iran’s education system has not pay attention to finding an alternative method of assessment that can replace it with its own current unsuccessful traditional method. Therefore, the present paper critically evaluated the previous research articles about the washback effect of TBA of vocabulary on EFL learners. The fundamental motivation for writing the current paper is that Iran’s public EFL program suffers from traditional assessment issues. To address these challenges, Iran’s assessment system must be changed by employing alternative types of assessment and establishing a teacher assistance program. The first focus of the present paper was to review task-based language teaching (TBLT), task-based language assessment (TBLA), and washback effect definitions. Second, the role of vocabulary in TBLT and TBLA was explained. Next, an overview of the empirical studies on TBLT, TBLA, the washback effect, and vocabulary assessment in international and Iranian contexts was presented. Finally, the research question about the washback effects of task-based vocabulary assessment on EFL learners’ vocabulary learning was answered based on the critical review of the previous empirical research.

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“…This finding supports the result of research by Alderson and Hamp-Lyons (1996) that the TOEFL affected both what and how teachers teach but contradicts the conclusion drawn by Alderson and Wall (1993), Watanabe (1996), and Green (2003), whose observations of International English Language Testing System (IELTS) preparation and English for academic purposes (EAP) classrooms indicated that course content was very clearly influenced by the test, but any influence on teaching and learning method was less obvious. Interestingly, Reynolds, Shih, and Wu (2018)…”

Section: Research Question Twomentioning

confidence: 99%

The Washback Impacts of Task-based Assessment on Iranian EFL Learners’ Vocabulary Learning and Grammatical Ability

Izadpanh

Abdollahi

2021

IJREE

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This study was an investigation of the washback impacts of task-based assessment on Iranian EFL learners' vocabulary learning and grammatical ability at the intermediate level. For this purpose, 184 male and female students who were in their third year of school were chosen from 12 schools of (X) (X). This election was done via a multistage cluster random sampling technique using the Cambridge Placement Test (2010). All of the sessions were divided into two parts, 20 minutes were considered for teaching grammar and 20 minutes were for teaching vocabulary. The components of this study were Oxford Practice Grammar Intermediate Diagnostic Test and a standard vocabulary test extracted from TOEFL exams between 2017-2020. The researchers prepared a test for every two groups at the end of every three sessions. It was found that by removing the pre-test factor, the covariance, the task-based evaluation's washback impact makes the grammatical and vocabulary learning of students better. Considering the reality that every academic endeavor contains planned testing and evaluation techniques to maximize academic achievement and progress, the findings hint that TBLA as an academic measurement device can nicely replace the traditional evaluation techniques.

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Modeling Taiwanese adolescent learners' English vocabulary acquisition and retention: The washback effect of the College Entrance Examination Center's reference word list

Cited by 10 publications

References 40 publications

Spanish L1 EFL learners’ recognition knowledge of English academic vocabulary: The role of cognateness, word frequency and length

Spanish L1 EFL learners’ recognition knowledge of English academic vocabulary: The role of cognateness, word frequency and length

A critical literature review on the washback effect of task-based vocabulary assessment on Iranian EFL learners

The Washback Impacts of Task-based Assessment on Iranian EFL Learners’ Vocabulary Learning and Grammatical Ability

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