This study investigates the impact of task-induced involvement and time on task on incidental second language (L2) vocabulary acquisition. Utilizing a 3 (task-induced involvement) × 2 (time on task) × 2 (post-test time) research design, three task-induced involvement conditions were employed based on the Involvement Load Hypothesis (ILH): reading…

The aim of this study is to analyze the effect of different schedules of repeated reading practice on intentional vocabulary learning, and constitutes a partial replication and extension of the authors' previous study on incidental vocabulary learning. Two groups of Taiwanese EFL learners (n = 72) engaged in five repeated reading sessions; one…

Vocabulary is a core feature of language proficiency, requiring explicit attention in the language classroom. As teachers' conceptualizations influence their teaching, their understanding of vocabulary deserves closer attention. Yet, few teacher cognition studies focus on vocabulary, and even fewer on non-native teachers' conceptualizations of…

This study examined whether the reading passages in the new series of English-language textbooks for high-school students in Vietnam fostered reading comprehension and incidental vocabulary acquisition through reading by looking at four factors: the number of unfamiliar words in the texts, the importance of these words for text comprehension, the…