The effectiveness of L2 vocabulary instruction: a meta-analysis

Abstract

The purpose of the present meta-analysis is to the investigate the overall effectiveness of L2 vocabulary instruction and to find the moderator variables affecting its effectiveness. By defining a rigorous inclusion and exclusion criteria, a total number of 16 primary studies (N = 1008), 7 published and 9 Ph.D. dissertations, were included. Under Random-Effects Model, the overall effect size of (d = 0.80) was observed. After conducting Q test of heterogeneity, a number of moderator variables were examined; context of instruction, publication type, age and L2 learners' proficiency level. It was found that (a) studies conducted in foreign language contexts generated larger effect sizes than ones conducted in SL contexts.(b)intermediated learners show a larger effect size than advanced and elementary students. (c) child learners were better than adult learners in Learning L2 vocabulary. (d) Published studies generated larger effect size than doctoral dissertations. (e) employing "posters" for teaching L2 vocabulary items generated higher effect size than reading activities, CALL, and songs. (f) abstract words generated higher effect size than concrete ones. Possible explanations of the findings are discussed with regard to the similar meta-analyses in the field and directions for future research are proposed.

Exploring the Effect of Assisted Repeated Reading on Incidental Vocabulary Learning and Vocabulary Learning Self-Efficacy in an EFL Context

“…To date, some topics related to vocabulary in EFL/L2 have been investigated. In particular, the vocabulary knowledge of EFL learners has attracted increasing attention (Rassaei, 2017;Yousefi and Biria, 2018). Some studies have examined EFL learners' vocabulary learning through explicit instruction (Mizumoto and Takeuchi, 2009), computer-assisted language learning (Shokrpour et al, 2019;Namaziandost et al, 2021), extensive reading (Liu and Zhang, 2018;Song, 2020), and repeated reading (Liu and Todd, 2016).…”

“…Through vocabulary learning, L2 learners can achieve mastery over the second language (Nation, 2008). Since practitioners and scholars have come to realize the integral role of vocabulary learning in communication and language learning, more research attention has been given to L2 vocabulary instruction (Rassaei, 2017;Yousefi and Biria, 2018;Liu et al, 2020). L2 literature has observed a growing interest in exploring effective explicit and implicit strategies such as using dictionaries, inferring word meaning from context, and extensive reading for learning collocations and vocabulary in particular (see Hunt and Beglar, 2005).…”

Evidence-based reading interventions for English language learners: A multilevel meta-analysis

“…Factors found to influence the difficulties of ELLs in learning have been explored in several studies ( Dussling, 2018 ; Thompson and von Gillern, 2020 ; Yousefi and Bria, 2018 ). There are two main reasons for these difficulties.…”

Interconnected literacy practices: exploring classroom work with literature in adult second language education

“…In this article, I explore classroom work with literature which involves two teachers and their students within adult second language education. Previous research has shown the potential for language development in reading literature (Krashen, 1985(Krashen, , 2013Mason, 2013;Yousefi & Biria, 2018), how literature can play a part in transforming the perspective of adult learners (Mezirow, 1996;Janks, 2010;Jarvis, 2012;King, 2000; see also Hoggan, 2016;Taylor & Cranton, 2013) and in in reclaiming radical perspectives on learning and citizenship (Gouthro & Holloway, 2013). There are also studies on the reading of literature in contexts where adults study language and literature out of interest (Carroli, 2011;Saal & Dowell, 2014).…”