English Learners’ Incidental Vocabulary Learning and Retention in Different Reading Task Types
Vocabulary Learning and Retention via Reading
Abstract
Reading is widely recognized as an important source of vocabulary acquisition for second language learners, yet the effects of different reading tasks on incidental vocabulary learning remain underexplored in the Vietnamese context. This study examines the effects of reading with multiple-choice questions (MCQs), short-answer questions (SAQs), and fill-in-the-blank questions (FBQs) on university learners’ incidental vocabulary acquisition and their attitudes toward these tasks. 60 first-year Vietnamese EFL students at a public university participated, with data collected through a vocabulary test and interviews. Results showed that learners in the MCQ and FBQ groups outperformed those in the SAQ group, and most learners had positive attitudes toward the tasks. The findings provide useful insights for material developers, teachers, and learners in selecting and adapting effective reading tasks.
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