Exploring EFL vocabulary learning through the story continuation writing task
A mixed-methods study
Bibliographic Data
| ID | 21458501 |
|---|---|
| Authors | Mengwei Tu (University of Auckland), Qing Ma (0000-0003-3125-3513, The University of Queensland), Lin Jiang (0000-0002-7114-0794, Department of Education of Guangdong Province) |
| Year | 2025 |
| Volume | 48 |
| Issue | 3 |
| Pages | 587-610 |
| Publication date | 2025-06-26 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Australian Review of Applied Linguistics (JOURNAL) |
| Journal identifiers | ISSN: 0155-0640 • E-ISSN: 1833-7139 |
| Publisher | John Benjamins Publishing Company (PUBLISHER • NL) |
| DOI | 10.1075/aral.24036.tu |
| OpenAlex | W4404711537 |
| Language | EN |
| Citations received | 4 |
| References cited | 34 |
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
Cognitive psychology · Continuation · Linguistics · Vocabulary · Computer Science · Discourse Analysis in Language Studies · Lexicography and Language Studies · Psychology · Second Language Acquisition and Learning
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The role of spoken vocabulary knowledge in language minority students’ incidental vocabulary learning from captioned television
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Effects of content support on integrated reading-writing task performance and incidental vocabulary learning
Effects of participatory structure of pre-task planning on EFL learners’ linguistic performance and alignment in the continuation writing task
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| Unique citing works | 4 |
|---|---|
| Citations per year | 4 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 4 |