The differential effects of two vocabulary instruction methods on EFL word learning: A study into task effectiveness

Abstract

This study examines the effect of two vocabulary instruction treatments on word retention by 56 EFL learners. In particular, it focuses on the differential effects of a message-oriented treatment (reading text and answering comprehension questions) and a vocabulary-oriented treatment (reading text and performing two vocabulary tasks) on learners' recall and recognition of the meaning of 14 target words. Learners in the two groups were required to first read a text, in which they encountered the 14 target words for the first time, before carrying out their respective task. Both groups were required to process and actually use the target words when carrying out their task. Finally, both groups were allotted the same amount of time to complete their task. The results of immediate and delayed vocabulary post-tests indicate that the vocabulary-oriented treatment yielded greater vocabulary learning gains than the message-oriented treatment.