Livestream + Zoom 1 Oral Presentations (30 minutes)
Oct 23, 2021 09:35 AM - 10:05 AM(Asia/Ho_Chi_Minh)
20211023T0935 20211023T1005 Asia/Ho_Chi_Minh EFFECTIVENESS OF VOCABULARY LEARNING TASKS: AN EXAMINATION OF THE PREDICTIVE POWER OF TECHNIQUE FEATURES ANALYSIS

This research aimed to validate the Technique Feature Analysis (Nation and Webb 2011), a theoretical framework that includes criteria for vocabulary learning to occur and evaluates the effectiveness of a vocabulary learning task. The researcher conducted two studies. One study examined past research papers that compared the effectiveness of different word-focused activities and the researcher analysed the tasks from the perspective of the Technique Feature Analysis. Supporting evidence for the framework was partially found. The framework did not give a precise prediction for tasks that obtained comparatively equal numbers of criteria. The second study investigated the correlation between the predictability of the framework and the task's effect on vocabulary learning and retention. To this end, EFL learners were assigned three vocabulary tasks of learning 15 target words. The tasks were designed basing on the Technique Feature Analysis framework and had different presence of each vocabulary learning criteria. Word forms and words' meaning recognition knowledge of the target words were measured immediately and one week later. The results revealed that supporting evidence for Technique Feature Analysis was found in terms of the retention of meaning recognition knowledge whereas no significant difference was detected in the immediate form and meaning recognition knowledge and delayed form recognition knowledge.

Livestream + Zoom 1 VietTESOL International Convention 2022 convention@viettesol.org.vn


This research aimed to validate the Technique Feature Analysis (Nation and Webb 2011), a theoretical framework that includes criteria for vocabulary learning to occur and evaluates the effectiveness of a vocabulary learning task. The researcher conducted two studies. One study examined past research papers that compared the effectiveness of different word-focused activities and the researcher analysed the tasks from the perspective of the Technique Feature Analysis. Supporting evidence for the framework was partially found. The framework did not give a precise prediction for tasks that obtained comparatively equal numbers of criteria. The second study investigated the correlation between the predictability of the framework and the task's effect on vocabulary learning and retention. To this end, EFL learners were assigned three vocabulary tasks of learning 15 target words. The tasks were designed basing on the Technique Feature Analysis framework and had different presence of each vocabulary learning criteria. Word forms and words' meaning recognition knowledge of the target words were measured immediately and one week later. The results revealed that supporting evidence for Technique Feature Analysis was found in terms of the retention of meaning recognition knowledge whereas no significant difference was detected in the immediate form and meaning recognition knowledge and delayed form recognition knowledge.

English Lecturer
,
Nguyen Tat Thanh University
Mrs. Thanh Pham
Lecturer of English
,
National Economics University
University lecturer
,
Sai Gon University
English Teacher
,
Tran Danh Ninh Secondary School
Ms. Rachana Thav
Student
,
National University of Battambang
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