The Effects of Three Forms of Repeated Reading Output Activities on L2 Vocabulary Learning

This study focused on employing different techniques to promote L2 vocabulary learning. To this end, it investigated the effects of three forms of repeated reading output activities on EFL learners’ recognition and recall of second language vocabulary. To do so, three intact classes of an overall 60 male and female intermediate level students participated in the study. These comparison groups practiced the following three output activities after reading a narrative text for three times: (1) summarizing the text incorporating target vocabulary in the summary, (2) making predictions about what is to occur in the text by including target vocabulary in the prediction, (3) writing a new composition using target vocabulary in the composition. In order to determine the improvement of students’ vocabulary learning, a posttest only design was conducted through using a cued response test and a multiple choice test. The collected data were analyzed by a one-way ANOVA and the three treatment conditions led to significant development of learners’ vocabulary knowledge. The results revealed that making predictions and making new composition were more effective than summarizing for promoting L2 words knowledge. The findings of this study and its implications is discussed in the paper.

Keywords:

Predicting , repeating , reading Comprehension , summarizing , vocabulary , composition