The role of informal learning activities in improving L2 lexical access and acquisition in L1 Arabic speakers learning EFL

Masrai, Ahmed; Milton, James

doi:10.1080/09571736.2018.1520655

Cited by 10 publications

(10 citation statements)

References 16 publications

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“…However, to clearly identify a more accurate estimate of the learner's vocabulary uptake from extensive reading, learning from language classroom input was calculated. According to Masrai and Milton (2018b) vocabulary uptake from language classroom at Saudi universities is about 2.5 words per contact hour. Using this rate of vocabulary development, the participant's vocabulary learning from classroom input was about 160 words.…”

Section: Resultsmentioning

confidence: 99%

“…The finding from the current case study is congruent with the finding of Pigada and Schmitt (2006), who found that their case study participant had improved his vocabulary knowledge after four weeks of reading. Furthermore, Masrai and Milton (2018b), in a recent case study of a native-Arabic college student learning English as a foreign language, concluded that their participant had developed his orthographic side of the lexicon at a rate of 18 words per hour through reading English subtitles of films over a period of five months.…”

Section: Resultsmentioning

confidence: 99%

“…The current study adopted a methodological design used by some previous case studies on quantifying lexical gain from extensive reading (e.g. Milton, 2008;Masrai & Milton, 2018b). Detailed description of the method is given in the following sub-sections.…”

Section: Methodsmentioning

confidence: 99%

“…Similar to some previous intervention studies (e.g., Masrai & Milton, 2018b;Masrai, 2019b), the participant's receptive vocabulary knowledge was measured prior to the reading intervention period. Then, the participant was introduced to the reading materials that he needs to complete over eight weeks.…”

Section: Methodsmentioning

confidence: 99%

“…The attention towards extensive reading in L2 has been growing rapidly in the past two decades or so. Many studies have reported advantageous effects of extensive reading on several facets of L2 ability, such as writing and reading skills (Hafiz & Tudor, 1989), vocabulary development (Al-Homoud & Schmitt, 2009;Grabe & Stoller, 1997;Horst, 2005;Pigada & Schmitt, 2006), grammar (Yang, 2001), reading comprehension (Bell, 2001), reading speed (Masrai & Milton, 2018b), general L2 proficiency (Cho & Krashen, 1994;Mason & Krashen, 1997), and attitude towards reading (Al-Homoud & Schmitt, 2009;Pigada & Schmitt, 2006). Ellis (2005) endorsed the importance of substantial amount of input for L2 acquisition and argued that extensive reading is one of the easiest approaches of pedagogically implementing the input-rich learning environment.…”

Section: Extensive Reading and Language Competencementioning

confidence: 99%

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Extensive Reading and Incidental Vocabulary Acquisition: The Case of a Predominant Language Classroom Input

Alsaif

Masrai

2019

IJELS

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A considerable body of research has investigated the effectiveness of extensive reading on incidental vocabulary acquisition in second language (L2) learners. However, we still know very little about the relationship between extensive reading and vocabulary development among Saudi learners of English as a foreign language (EFL) where language classroom is the predominant source of learning, if not the only one. In the present case study, a single participant was instructed to read extensively for eight weeks as an informal activity outside the classroom. The participant's written receptive vocabulary knowledge was measured before and after the treatment. Results indicated that extensive reading contributed largely to the participant's vocabulary gain, suggesting that a vocabulary uptake of about eight words from extensive reading intervention has occurred compared to about two words per contact hour from language classroom input where reading texts are short and scattered throught the textbook. Finding is interpreted in order to provide some pedagogical recommendations.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Extensive Reading and Language Competencementioning

confidence: 99%

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Extensive Reading and Incidental Vocabulary Acquisition: The Case of a Predominant Language Classroom Input

Alsaif

Masrai

2019

IJELS

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Systematic integration of extensive reading in the curriculum: Strategies and resources

Elturki

Harmon

2020

TESOL Journal

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Intensive reading and extensive reading (ER) are two activities that have distinct purposes and require different instructional setups. Whereas intensive reading focuses on reading skills that enable students to deconstruct text in order to find the main idea, supporting details, and discrete information, ER allows students to read for pleasure with minimal mental effort. The ultimate goal of ER is for students to read for enjoyment as many texts as possible in the second/foreign language. To achieve this goal, the readings must be enjoyable and easy to read. As a consequence of ER, students build reading speed and fluency and get exposed to contextualized vocabulary and grammar. Nonetheless, achieving a balanced reading experience by incorporating opportunities for both intensive reading and ER in the curriculum can be a challenge. Because more attention is typically given to intensive reading in reading instruction, ER is often compromised. Given the great gains and rewards of ER, how can this type of reading be systematically incorporated in reading instruction? In this article, the authors present practical strategies and resources for a more systematic integration of ER based on the principles of extensive reading (Day & Bamford, 2002).

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An Evaluation of the Conceptual Validity of Vowel Blindness as an Explanation for Differences in Arabic Readers’ L2 Word Recognition

Allmark

2022

Individual and Contextual Factors in the English Language Classroom

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The role of informal learning activities in improving L2 lexical access and acquisition in L1 Arabic speakers learning EFL

Cited by 10 publications

References 16 publications

Extensive Reading and Incidental Vocabulary Acquisition: The Case of a Predominant Language Classroom Input

Extensive Reading and Incidental Vocabulary Acquisition: The Case of a Predominant Language Classroom Input

Systematic integration of extensive reading in the curriculum: Strategies and resources

An Evaluation of the Conceptual Validity of Vowel Blindness as an Explanation for Differences in Arabic Readers’ L2 Word Recognition

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