The Effects of Task Repetition on the Processing and Acquisition of Technical Vocabulary Through Video-Lecture-Based Tasks
A Mixed-Methods Study
Bibliographic Data
| ID | 4909326 |
|---|---|
| Authors | Danni Shi (0000-0002-5457-0768, Georgetown University, corresponding author), Andrea Révész (0000-0003-1093-4336, University College London), Ana Pellicer‐sánchez (0000-0002-9401-7027, University College London) |
| Year | 2025 |
| Volume | 75 |
| Issue | 3 |
| Pages | 702-734 |
| Publication date | 2025-09-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Language Learning (JOURNAL) |
| Journal identifiers | ISSN: 0023-8333 • E-ISSN: 1467-9922 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/lang.12679 |
| OpenAlex | W4403420199 |
| Language | EN |
| Citations received | 7 |
| References cited | 50 |
This study investigated how repeating a video-lecture-based task affects second language (L2) learners' processing and incidental acquisition of technical vocabulary as well as the relationship between processing and lexical gains. The participants were 75 Chinese learners of L2 English. Thirty participants performed the task once (control group), whereas another 30 participants did the same task three times (repetition group). The two groups then completed unannounced vocabulary posttests. The remaining participants engaged in stimulated recall after performing the task once, twice, or three times. The repetition group made greater gains in vocabulary knowledge than the control group, and the repetition group's visual attention to the target words declined during repeated viewing. The amount of attention to the target words emerged as a predictor of delayed meaning recall, with task repetition decreasing the strength of this relationship. Stimulated-recall participants repeating the task reported increased awareness of specific aspects of the target words
Cognitive psychology · Linguistics · Repetition (rhetorical device) · Task (project management) · Vocabulary · Vocabulary development · Psychology · Second Language Acquisition and Learning · Subtitles and Audiovisual Media · Visual and Cognitive Learning Processes
Examining the role of interindividual and intraindividual variability in syntactic complexity development across repeated independent and integrated writing tasks
The roles of aptitude and working memory in L2 learners’ processing and incidental learning of technical vocabulary during video-lecture-based tasks
Bridging Language and Discipline
Effects of Repeated Viewing on Attention to Bilingual Subtitles and L2 Incidental Vocabulary Learning
Task Variation, Language Production, and Learning Outcomes in Task‐Based Language Teaching Research
The Impact of Multimodal Resources on Young EFL Learners' Cognitive Processes and Comprehension
Optimizing the Effectiveness of Captioned Viewing for Incidental Second Language Vocabulary Learning
A Cognitive Approach to Language Learning (Oxford Applied Linguistics)
Researching Vocabulary
Learning Vocabulary in Another Language
Incidental L2 Vocabulary Acquisition From and While Reading
Incidental vocabulary learning in a natural reading context
Attention
Attention and Memory during SLA
Incidental and Intentional Learning
Meeting the challenges of English-medium higher education
Cognitive Theory of Multimedia Learning
Academic Listening
Definitions in Science Lectures
Open Access Academic Lectures as Sources for Incidental Vocabulary Learning
Incidental Acquisition of Multiword Expressions Through Audiovisual Materials
Promoting Grammatical Development Through Captions and Textual Enhancement in Multimodal Input-Based Tasks
Incidental Learning of Single Words and Collocations Through Viewing an Academic Lecture
Incidental vocabulary acquisition through L2 listening
Incidental lexical mining in task repetition
How effective is second language incidental vocabulary learning? A meta-analysis
Facilitating ESL Reading by Teaching Text Structure
The Potential for Learning Specialized Vocabulary of University Lectures and Seminars Through Watching Discipline‐Related TV Programs
Learning Vocabulary Through Assisted Repeated Reading
L2 Vocabulary Learning From Reading
Incidental Vocabulary Learning From Bilingual Subtitled Viewing
The Development of Implicit and Explicit Knowledge of Collocations
Incidental Learning of Collocations in an Academic Lecture Through Different Input Modes
A Comparison of the Effects of Reading and Listening on Incidental Vocabulary Acquisition
The Effects of Repetition on Incidental Vocabulary Learning
Explicit and Implicit Lexical Knowledge
The Effects of Task Repetition on Linguistic Output
| Unique citing works | 7 |
|---|---|
| Citations per year | 7 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 5 |