Startseite A systematic review of English-as-a-foreign-language vocabulary learning activities for primary school students
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A systematic review of English-as-a-foreign-language vocabulary learning activities for primary school students

  • Sylvia Liu und Barry Lee Reynolds ORCID logo EMAIL logo
Veröffentlicht/Copyright: 23. Februar 2024
International Review of Applied Linguistics in Language Teaching
Aus der Zeitschrift International Review of Applied Linguistics in Language Teaching Band 63 Heft 3

Abstract

For young learners of English as a foreign language (EFL), the initial acquisition of English vocabulary is crucial to English proficiency. This study conducted a systematic review of studies of primary school students’ EFL vocabulary learning to identify types of activities for learning new vocabulary. A total of 57 vocabulary learning activities from 22 studies were coded, yielding ten types of intentional and eight types of incidental learning activities. The intentional learning activities involved more psychological conditions than the incidental ones. Following the involvement load hypothesis (ILH), we identified activities encompassing various combinations of psychological conditions inducing the highest and lowest involvement loads (ILs); the more such conditions an activity encompasses, the deeper the vocabulary learning processes, and the higher the IL, the better the retention. The comparison between the activity types provides useful information for teachers and researchers to design age-appropriate English vocabulary learning activities.

Keywords: English as a foreign language (EFL); involvement load hypothesis (ILH); primary education (PE); vocabulary learning activity; vocabulary learning task; vocabulary knowledge
Corresponding author: Barry Lee Reynolds, Faculty of Education, University of Macau, Room 1014, FED Building (E33), Avenida da Universidade, Taipa, Macao; and Centre for Cognitive and Brain Sciences, University of Macau, Taipa, Macao, E-mail:

  1. Research funding: This work was supported by the University of Macau (MYRG-GRG2023-00112-FED).

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Supplementary Material

This article contains supplementary material (https://doi.org/10.1515/iral-2023-0193).

Received: 2023-08-16
Accepted: 2024-02-04
Published Online: 2024-02-23
Published in Print: 2025-09-25

© 2024 Walter de Gruyter GmbH, Berlin/Boston

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  22. Anxiety and enjoyment in oral presentations: a mixed-method study into Chinese EFL learners’ oral presentation performance
  23. The influence of language contact and ethnic identification on Chinese as a second language learners’ oral proficiency
  24. An idiodynamic study of the interconnectedness between cognitive and affective components underlying L2 willingness to communicate
  25. “I usually just rely on my intuition and go from there.” pedagogical rules and metalinguistic awareness of pre-service EFL teachers
  26. Development and validation of Questionnaire for Self-regulated Learning Writing Strategies (QSRLWS) for EFL learners
  27. Language transfer in tense acquisition: new evidence from English learning Chinese adolescents
  28. A systematic review of English-as-a-foreign-language vocabulary learning activities for primary school students
  29. Using automated indices of cohesion to explore the growth of cohesive features in L2 writing
  30. The impact of text-audio synchronized enhancement on collocation learning from reading-while-listening: an extended replication of Jung and Lee (2023)
https://doi.org/10.1515/iral-2023-0193
Schlagwörter für diesen Artikel
English as a foreign language (EFL); involvement load hypothesis (ILH); primary education (PE); vocabulary learning activity; vocabulary learning task; vocabulary knowledge

Artikel in diesem Heft

  1. Frontmatter
  2. Editorial
  3. Young L2 learners in diverse instructional contexts
  4. Research Articles
  5. Impact of post-task explicit instruction on the interaction among child EFL learners in online task-based reading lessons
  6. Can we train young EFL learners to ‘notice the gap’? Exploring the relationship between metalinguistic awareness, grammar learning and the use of metalinguistic explanations in a dictogloss task
  7. Exploring self-regulated learning behaviours of young second language learners during group work
  8. Developmental trajectories of discourse features by age and learning environment
  9. Implementing an oral task in an EFL classroom with low proficient learners: a micro-evaluation
  10. Exploring teacher-student interaction in task and non-task sequences
  11. Children learning Mongolian as an additional language through the implementation of a task-based approach
  12. “Black children are gifted at learning languages – that’s why I could do TBLT”: inclusive Blackness as a pathway for TBLT innovation
  13. Regular Articles
  14. Defining competencies for training non-native Korean speaking teachers: a Q methodology approach
  15. A cross-modal analysis of lexical sophistication: EFL and ESL learners in written and spoken production
  16. Using sentence processing speed and automaticity to predict L2 performance in the productive and receptive tasks
  17. Distance-invoked difficulty as a trigger for errors in Chinese and Japanese EFL learners’ English writings
  18. Exploring Chinese university English writing teachers’ emotions in providing feedback on student writing
  19. General auditory processing, Mandarin L1 prosodic and phonological awareness, and English L2 word learning
  20. Why is L2 pragmatics still a neglected area in EFL teaching? Uncovered stories from Vietnamese EFL teachers
  21. Validation of metacognitive knowledge in vocabulary learning and its predictive effects on incidental vocabulary learning from reading
  22. Anxiety and enjoyment in oral presentations: a mixed-method study into Chinese EFL learners’ oral presentation performance
  23. The influence of language contact and ethnic identification on Chinese as a second language learners’ oral proficiency
  24. An idiodynamic study of the interconnectedness between cognitive and affective components underlying L2 willingness to communicate
  25. “I usually just rely on my intuition and go from there.” pedagogical rules and metalinguistic awareness of pre-service EFL teachers
  26. Development and validation of Questionnaire for Self-regulated Learning Writing Strategies (QSRLWS) for EFL learners
  27. Language transfer in tense acquisition: new evidence from English learning Chinese adolescents
  28. A systematic review of English-as-a-foreign-language vocabulary learning activities for primary school students
  29. Using automated indices of cohesion to explore the growth of cohesive features in L2 writing
  30. The impact of text-audio synchronized enhancement on collocation learning from reading-while-listening: an extended replication of Jung and Lee (2023)
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Heruntergeladen am 2.10.2025 von https://www.degruyterbrill.com/document/doi/10.1515/iral-2023-0193/html?lang=de
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