Background: The purported reciprocity between motivation and academic achievement in education has largely been supported by correlational data. Aims: Our first aim was to determine experimentally whether motivation and achievement are reciprocally related. The second objective was to investigate a potential behavioural mediation pathway between…

Despite the well-established role of lexis in proficiency in the four skills, a great deal of research has focused on the importance of vocabulary breadth and depth in reading. Therefore, the neglect of productive skills has motivated recent calls to inspect the impact of lexical dimensions on writing ability. Using Partial Least Squares…

This study examines how the perceptions that twelve teachers of Japanese as a second language (L2) had of extensive reading (ER) changed following 10 months of online English ER. Interviews provided much of the study data, supported by pre-project and post-project questionnaires. The participants' pre-project and post-project vocabulary sizes and…

Extensive evidence indicates that early vocabulary skills predict later reading development among monolingually developing children. Some evidence suggests that a relationship between vocabulary and later reading also holds across languages among children whose home language differs from the school language. However, these findings have been mixed…

While it has been shown that socioeconomic status (SES) is important for children's literacy development in their first language (L1), less is known about its association with reading in a second language (L2). The present study examined the different effects of SES on the acquisition of reading in Chinese as L1 and English as L2 from ages 7 to…

Developing L2 learners' productive mastery of vocabulary is a challenging task. Recent research has called for greater attention to understanding how receptive vocabulary may be transformed for productive use (Schmitt, 2019). Using a design-based research methodology, this study investigated adult ESL learners' productive oral vocabulary…

Research addressing the relationship between vocabulary knowledge and second language (L2) listening comprehension has been conducted mostly using measures that tap orthographic vocabulary knowledge. The few studies that have used measures that tap phonological modality to delineate the relationship between vocabulary and L2 listening have focused…

In this study, we examined the effect of previewing unfamiliar vocabulary on the real-time reading behavior of first language (L1) and second language (L2) readers. University students with English as their L1 or L2 read passages with embedded pseudowords. In a within-participant manipulation, definitions of the pseudowords were either previewed…

This study investigates the impact of task-induced involvement and time on task on incidental second language (L2) vocabulary acquisition. Utilizing a 3 (task-induced involvement) × 2 (time on task) × 2 (post-test time) research design, three task-induced involvement conditions were employed based on the Involvement Load Hypothesis (ILH): reading…

The present study aimed to validate a 70-item Korean bilingual version of the Vocabulary Size Test (VST) using Rasch modeling. The goal was to assess the applicability of this Korean version of the VST for Korean learners of English in an English as a foreign language (EFL) context by examining validity evidence based on Messick's framework.…

This study investigated instruction in vocabulary consolidation strategies over eight months and vocabulary learning among a group of secondary students in Hong Kong. Two vocabulary tests and one vocabulary learning strategies (VLSs) questionnaire survey were administered near the end of the school year. The data were analysed using t-tests and…

The purpose of this study was to examine the relationship between reading interest strength and vocabulary acquisition in English as a Foreign Language (EFL) learners through a systematic review and meta-analysis of eleven relevant studies conducted over the last decade, from 2010 to 2020. This study attended by the guidelines of PRISMA. Several…

This study examined the effects of involvement load-based tasks on vocabulary learning in a foreign language, as well as the extent to which task effects are predicted by learners' metacognition (i.e. metacognitive knowledge and regulation). A total of 120 Chinese university students of English as a foreign language (EFL) were randomly assigned to…

In line with increasing attention being paid to the role of positive emotions in second language (L2) proficiency and knowledge, this study set out to examine the relationships between domain-specific emotions (L2 grit, language learning curiosity, foreign language enjoyment, and foreign language classroom anxiety) and L2 vocabulary knowledge. To…

In this study, the cut-off scores obtained from the Angoff, Angoff Y/N, Nedelsky and Ebel standard methods were compared with the 50 T score and the current cut-off score in various aspects. Data were collected from 448 students who took Module B1+ English Exit Exam IV and 14 experts. It was seen that while the Nedelsky method gave the lowest…