From Words to Writing
Vocabulary Growth and Its Impact on L2 Composition Over Time
Datos Bibliográficos
| ID | 22007010 |
|---|---|
| Autores | Changyong Min (0009-0006-1226-470X, Taiyuan Normal University, autor de correspondencia), Dan Li (0009-0009-7330-3225, Taiyuan Normal University) |
| Año | 2025 |
| Volumen | 15 |
| Número | 4 |
| Fecha de publicación | 2025-10-01 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | SAGE Open (JOURNAL) |
| Identificadores de la revista | ISSN: 2158-2440 • E-ISSN: 2158-2440 |
| Editorial | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/21582440251412208 |
| OpenAlex | W7117582053 |
| Idioma | EN |
| Referencias citadas | 42 |
A body of research has examined the relationship between vocabulary knowledge (VK) and English as a Foreign Language (EFL) writing proficiency. However, it is still unclear how the vocabulary-writing relationship develops over time. This longitudinal study followed 154 Chinese university learners over an 8-month period using the same battery of vocabulary and writing tests. Pearson correlations on bootstrapping and Linear Mixed-effects Models (LMM) were used for data analyses. The results showed that learners made substantial gains in receptive size, while productive size remained at the 2,000 to 3,000 word level, despite a moderate increase. Productive derivative knowledge also showed moderate improvement. Further analyses revealed a developmental shift: receptive size was more strongly related to writing performance at the earlier stage, whereas productive size and derivative knowledge became stronger predictors later. In contrast, vocabulary depth (collocations and synonyms) showed little improvement and did not predict writing performance. These findings enhance our understanding of the dynamic relationship between vocabulary and writing and highlight the importance of fostering productive vocabulary and depth of knowledge through both formal instruction and informal exposure
Cognition · Foreign language · Vocabulary · Vocabulary development · Reading and Literacy Development · Second Language Acquisition and Learning · Writing and Handwriting Education
Researching Vocabulary
Learning Vocabulary in Another Language
Vocabulary size and the skills of listening, reading and writing
Breadth and depth of vocabulary in relation to L1/L2 acquisition and frequency of input
Linguistic features in writing quality and development
Three Dimensions of Vocabulary Development
The relationship between vocabulary knowledge and L2 reading/listening comprehension
A Guideline of Selecting and Reporting Intraclass Correlation Coefficients for Reliability Research
Assessing Lexical Proficiency Using Analytic Ratings
The updated Vocabulary Levels Test
Conceptualizing L2 Vocabulary Knowledge
Understanding L2-derived words in context
A study of FL children’s exposure, family backgrounds, and vocabulary learning
Breadth or depth
Second language reading and writing in relation to first language, vocabulary knowledge, and learning backgrounds
Evaluation of an in-depth vocabulary knowledge measure for assessing reading performance
A vocabulary-size test of controlled productive ability
The Word Associates Format
Towards a new sophistication in vocabulary assessment
Vocabulary size and depth as predictors of second language speaking ability
Word derivational knowledge and writing proficiency
Understanding vocabulary acquisition, instruction, and assessment
A New Academic Word List
Measuring L1 and L2 Productive Derivational Knowledge
Exploring the Relationship Between Language Aptitude, Vocabulary Size, and EFL Graduate Students’ L2 Writing Performance
Contrasting Fixed- and Mixed-Effects Modeling in Vocabulary Research
Testing Vocabulary Knowledge
Size and Depth of Vocabulary Knowledge
| Velocidad de citación | historical |
|---|---|
| Altamente citado | No |