فهرس المقالات Productive Vocabulary

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  1 - A Comparative Study of the Effects of Equal and Expanding Spacing Schedules on L2 Receptive and Productive Vocabulary Retrieval
  Roya Khoii Kobra Fallah Abed
  10.30486/relp.2021.1943193.1312
  Spaced repetition seems to play a significant role in the learning and retention of words in foreign language settings. This experimental study investigated the impact of expanding and equal spacing conditions on receptive and productive English vocabulary retrieval. Th أکثر

  Spaced repetition seems to play a significant role in the learning and retention of words in foreign language settings. This experimental study investigated the impact of expanding and equal spacing conditions on receptive and productive English vocabulary retrieval. The participants consisted of 63 pre-intermediate EFL learners in three intact classes randomly assigned to one control and two experimental groups. A Vocabulary Knowledge Scale (VKS) was used to select 20 unknown word pairs (each word and its synonym) for teaching purposes and check the effects of the treatments at the end of the study. The word pairs were later divided into two 10-item A and B sets because of the counterbalanced design of the study. The first experimental group studied set A under an equally spaced condition (2-2-2) and set B under an expanding spaced condition (0-1-5) with the same absolute spacing value. The second experimental group studied them in the reverse order, thus counterbalancing the effect of encounter order. The control group studied the target items under the no-spacing or massed condition (0-0-0). The statistical analyses of the three groups’ posttest scores indicated that all the three groups had improved their receptive and productive vocabulary retrieval. However, an equally spaced schedule had led to a significantly higher mean score only on the receptive items of the posttest and, therefore, better vocabulary retrieval. Therefore, it is suggested that EFL teachers consider spacing in general and the equal spacing condition in particular as important elements in facilitating both receptive and productive vocabulary learning. تفاصيل المقالة
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  2 - Mobile Assisted Language Learning: Investigating Receptive and Productive Vocabulary Knowledge of Iranian Intermediate EFL Learners
  Abbas Pourhossein Gilakjani Seyede Fateme  Khodashenas
  This study investigated the impact of mobile-assisted language learning on mastering receptive and productive vocabulary knowledge by Iranian EFL learners. The sample of this study included 140 male and female learners from Andisheh Language Institute, Langroud, Iran. F أکثر

  This study investigated the impact of mobile-assisted language learning on mastering receptive and productive vocabulary knowledge by Iranian EFL learners. The sample of this study included 140 male and female learners from Andisheh Language Institute, Langroud, Iran. Following a Quick Placement Test, 100 intermediate learners were randomly divided into two groups of 50 to conduct the research. Then the treatment began, the experimental group received Beelinguapp as an educational app, whereas the control group used paper word cards. Finally, learners in both groups were given a posttest of CAT and VKS to see if there were any differences in receptive and productive vocabulary knowledge between the experimental and control groups. The data were statistically analyzed using Paired sample t-test, independent sample t-test, ANCOVA, Wilcoxon signed, and Mann Whitney tests. The findings revealed that there is a significant difference between the experimental group and the control group in terms of receptive vocabulary knowledge in the post-test. That is, the participants in the experimental group outperformed those in the control group in receptive vocabulary knowledge. It was also observed that there is no difference between using mobile applications and paper word cards in terms of productive vocabulary knowledge. Pedagogical implications for integrating technology tools in enhancing learners’ vocabulary knowledge are discussed. تفاصيل المقالة
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  3 - The Role of Receptive and Productive Forms of Vocabulary Testing in Lexical Diversity and Lexical Cohesion Aspects of L2 Writing
  Dariush  Aliakbari Morteza Aslrasouli Davud Kuhi
  While both reader and text variables are crucial for second language (L2) learners' success, the impact of the latter has been understudied in the literature. This study investigated the distinct roles of receptive and productive vocabulary testing formats in influencin أکثر

  While both reader and text variables are crucial for second language (L2) learners' success, the impact of the latter has been understudied in the literature. This study investigated the distinct roles of receptive and productive vocabulary testing formats in influencing the lexical diversity and lexical cohesion of L2 descriptive writing. Sixty Iranian English as a Foreign Language (EFL) students were randomly assigned to a control group and two experimental groups. Vocabulary knowledge was assessed using Cloze tests (receptive) and C-tests (productive), followed by two descriptive writing tasks evaluated with computational tools. One-way ANOVA revealed that the C-test group produced more lexically cohesive essays, while the Cloze-test group exhibited greater lexical diversity in their descriptions. These findings offer valuable insights for language teachers and curriculum designers, highlighting the potential of incorporating both receptive and productive vocabulary measures to enhance various aspects of L2 writing performance. تفاصيل المقالة