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The effectiveness of post-reading word-focused activities and their associations with working memory

Published on Nov 1, 2017in System1.93
· DOI :10.1016/j.system.2017.09.012
Yingli Yang1
Estimated H-index: 1
(UIBE: Beijing Institute of Foreign Trade),
Natsuko Shintani13
Estimated H-index: 13
(University of Auckland)
+ 1 AuthorsYingyi Zhang1
Estimated H-index: 1
(UIBE: Beijing Institute of Foreign Trade)
Abstract
Abstract The study investigates the effects of post-reading word-focused activities on vocabulary acquisition and the extent to which the effects are mediated by learners' working memory. Eighty-one university students were assigned to three experimental groups (Gap-fill, Sentence-writing, Comprehension-only) and a Control group. After completing a reading comprehension task, the Gap-fill and Sentence-writing groups completed word-focused activities, and the Comprehension-only group answered an essay question without receiving any form-focused instruction; the Control group only completed the tests. The Vocabulary Knowledge Scale developed by Paribakht and Wesche (1997) was employed to measure treatment effects, and a reading span test was used to measure the learners’ working memory capacities. The results show that on the immediate post-test, the Sentence-writing group performed the best, followed by Gap-fill, Comprehension-only, and Control. On the delayed post-test, the Sentence writing and Gap-fill groups equally outperformed the two other groups. Linear regression analysis revealed that working memory significantly predicted the gain scores of the Comprehension-only and the Gap-fill groups on the immediate post-test. Our results partially confirm the Task Involvement Load Hypothesis and suggest an interaction between working memory and the effects of different types of vocabulary instruction.
  • References (41)
  • Citations (2)
References41
Newest
#1Wen Zhao (NU: Northeastern University)H-Index: 1
#2Boran Wang (NU: Northeastern University)H-Index: 1
Last.Bingxue Xie (NU: Northeastern University)H-Index: 1
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#1Yan Jin (SJTU: Shanghai Jiao Tong University)H-Index: 4
#2Zunmin Wu (BNU: Beijing Normal University)H-Index: 1
Last.Weiwei SongH-Index: 1
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#1Jared A. Linck (UMD: University of Maryland, College Park)H-Index: 9
#2Peter Osthus (UMD: University of Maryland, College Park)H-Index: 1
Last.Michael F. Bunting (UMD: University of Maryland, College Park)H-Index: 14
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Cited By2
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