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Abstract

Abstract

Although Reading-Writing Integrated Tasks (RWITs) are known to be effective for vocabulary learning, few studies have explored learners’ cognitive behaviors in processing new words during RWITs. Using a mixed-methods design, this study examined both the learning outcomes and cognitive processes of vocabulary acquisition through the Story Continuation Writing Task (SCWT), an emerging RWIT in EFL contexts. Forty-one Chinese EFL students were divided into two groups: one created an ending to an English story (SCWT), and the other summarized its main ideas (control). Results showed that (1) the SCWT group outperformed the control group in retaining word knowledge related to meaning and use, though no significant difference was found in form knowledge gains; and (2) SCWT participants engaged in more frequent and deeper vocabulary processing, including checking glossaries, preparing words for writing, engaging deeply with the text, activating personal experiences, and meticulously revising their work. These findings enhance our understanding of RWITs and inform the use of SCWTs for vocabulary instruction in EFL contexts.

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/content/journals/10.1075/aral.24036.tu
2024-11-26
2024-12-05

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/content/journals/10.1075/aral.24036.tu
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Exploring EFL vocabulary learning through the story continuation writing task
John Benjamins ; https://doi.org/10.1075/aral.24036.tu
/content/journals/10.1075/aral.24036.tu
/content/journals/10.1075/aral.24036.tu
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  • Article Type: Research Article
Keywords: story continuation writing task ; reading-writing integrated task ; cognitive processing ; EFL ; vocabulary learning

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