Earticle

초록

영어

This study examined whether two writing tasks with the same involvement load would produce similar vocabulary learning outcomes and whether learner proficiency affected task effectiveness. Sixty-seven Korean EFL university students were assigned by proficiency level to either a sentence-writing or composition-writing task. Vocabulary knowledge was measured using a pretest, an immediate posttest, and a delayed posttest administered one week later. The two tasks did not differ significantly on the immediate posttest, whereas composition-writing produced significantly better delayed retention. High-proficiency learners outperformed low-proficiency learners on both posttests. Follow-up analyses further showed that the delayed advantage of composition-writing was significant only among high-proficiency learners. These findings suggest that equal involvement loads do not necessarily produce equivalent outcomes and that composition-writing appears particularly beneficial for delayed retention among higher-proficiency learners, possibly because it requires more extensive lexical and contextual processing. The findings are discussed in relation to task-induced involvement, learner proficiency, and L2 vocabulary retention.

목차

I. Introduction
II. Literature Review
III. Methodology
1. Participants
2. Tasks
3. Target vocabulary and tests
4. Procedures and analysis
IV. Results
V. Discussion
VI. Conclusion and Limitations
Works Cited
Abstract

키워드

저자

• Park, Chaehee [ Sunmoon University ]

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  영어영문학연구 [The Jungang Journal of English Language and Literature]

• 간기

  계간

• pISSN

  1598-3293

• 수록기간

  1968~2026

• 등재여부

  KCI 등재

• 십진분류

  KDC 840 DDC 810