The Korean Association for the Study of English Language and Linguistics

Korean Journal of English Language and Linguistics - Vol. 19 , No. 4
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Korea Journal of English Language and Linguistics - Vol. 19, No. 4, pp. 713-735
Abbreviation: KASELL
ISSN: 1598-1398 (Print)
Print publication date 31 Dec 2019
Received 30 Oct 2019 Revised 10 Dec 2019 Accepted 20 Dec 2019
DOI: https://doi.org/10.15738/kjell.19.4.201912.713

Effects of Word-Writing in Contextual Word Learning on Korean High School Students’ L2 Vocabulary Learning
Suneun Yoo ; Hyunsook Yoon**
Hankuk University of Foreign Studies
Hankuk University of Foreign Studies

** Suneun Yoo is the first author and Hyunsook Yoon is the corresponding author.

Funding Information ▼
Abstract

While word-writing has been considered an example of rote learning, it is an L2 vocabulary learning strategy still commonly used by learners. As previous studies produced mixed findings regarding its effect on word learning, there is a strong need for more research on the effectiveness of word-writing. The present study aims to examine the short- and long-term effects of word-writing in contextual word learning depending on participants’ proficiency. Twenty-eight Korean high school students learned 12 target words in meaning-inferencing condition and the other 12 words in the word-writing condition. Right after learning the target words, they were given immediate meaning and form recall tests, followed by delayed tests in two weeks. The findings revealed that word-writing resulted in superior immediate meaning and form recall compared to meaning-inferencing, but the effect did not last for the long-term. Also, high-level learners gained more effects of word-writing than low-level learners in the immediate meaning recall test. The study suggests that word-writing in contextual word learning should not be considered an outdated vocabulary learning strategy but be encouraged for young learners to use properly in an L2 classroom.

Keywords: word writing, meaning inferencing, contextual word learning
Acknowledgments

This work was supported by Hankuk University of Foreign Studies Research Fund of 2019.

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Yoo, Suneun, Graduate StudentDepartment of TESOL, Graduate SchoolHankuk University of Foreign Studies107 Imun-ro, Dongdaemun-guSeoul, 02450, KoreaEmail: yex1004@hanmail.net

Yoon, Hyunsook, ProfessorDepartment of English EducationHankuk University of Foreign Studies107 Imun-ro, Dongdaemun-guSeoul, 02450, KoreaPhone: 02-2173-3978Email: hsyoon3@hufs.ac.kr