#4030

College and University I give permission to record or livestream Presentation (45 minutes)

The Effects of Long-term ER on Productive Knowledge of High-Frequency Vocabulary

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Incidental vocabulary learning through ER has been examined for the uptake rate of new words learned, but ER also provides an opportunity to deepen knowledge of high-frequency words. This study examines the productive knowledge of high-frequency English vocabulary of Japanese university students of similar English proficiencies between those who have read over 430,000 tokens of ER and those with little or no ER experience. Subjects were tested on receptive and productive knowledge of the 2000 most frequent words of the NGSL (New General Service List) utilizing the testing application VocabLevelTest (McLean & Raine, 2019). ANOVA results showed a significant main effect of ER on productive vocabulary (p < .001, η² = .32), with similar effects observed for both NGSL 1-1000 and NGSL 1001-2000 word bands. These results suggest that ER contributes to strengthening productive knowledge of high-frequency words through repeated encounters in meaningful contexts, additional justification for curriculum integration of ER.

  • Katsuhiro Chiba

    My interest is how to encourage students' motivation to keep reading, and to clarify an impact on listening ability.

  • Magda Kitano

    Magda Kitano is an associate professor in the Faculty of International Studies of Bunkyo University in Tokyo. She has been writing textbooks for the Japanese educational system for over 25 years. Her research centers on vocabulary, constructed languages, extensive reading, and textbook analysis.