Vocabulary Change in Process Writing: Effect of Text Structure Instruction

1Bauer, L., & Nation, I. S. P. (1993). Word families. International Journal of Lexicography, 6(4), 253–279.Search in Google Scholar

2Brown, D. (2021). Incidental vocabulary learning in a Japanese university L2-English language classroom over a semester. TESOL Journal, 12(4), e595. http://doi.org/10.1002/tesj.595Search in Google Scholar

3Covington, M. A., & . McFall, J. D. (2010). Cutting the Gordian knot: The moving-average type–token ratio (MATTR). Journal of Quantitative Linguistics, 17(2), 94–100. http://doi.org/10.1080/09296171003643098Search in Google Scholar

4Dang, T. N. Y., Lu, C., & Webb, S. (2022). Incidental learning of single words and collocations through viewing an academic lecture. Studies in Second Language Acquisition, 44(3), 708–736. https://doi.org/10.1017/S0272263121000474 Search in Google Scholar

5Feng, Y., & Webb, S. (2020). Learning vocabulary through reading, listening, and viewing: Which mode of input is most effective? Studies in Second Language Acquisition, 42(3), 499–523. https://doi.org/10.1017/S0272263119000494Search in Google Scholar

6Hyland, K. (2003). Second language writing. Cambridge University Press.Search in Google Scholar

7Kyle, K. (2019). Measuring lexical richness. In S. Webb (Ed.), Routledge handbook of vocabulary studies (pp. 454–476). https://doi.org/10.4324/9780429291586Search in Google Scholar

8Laufer, B., & Hulstijn, J. (2001). Incidental vocabulary acquisition in a second language: the construct of task-induced involvement. Applied Linguistics, 22(1), 1–26. https://doi.org/10.1093/applin/22.1.1Search in Google Scholar

9Laufer, B., & Nation, P. (1995). Vocabulary size and use: lexical richness in L2 written production. Applied Linguistics, 16(3), 307–322. https://doi.org/10.1093/applin/16.3.307Search in Google Scholar

10Loerts, H., Loweie, W., & Seton, B. (2020). Essential statistics for applied linguistics (2nd ed.). Red Globe Press.Search in Google Scholar

11McLean, S. (2018). Evidence for the adoption of the flemma as an appropriate word counting unit. Applied Linguistics, 39(6), 823–845. https://doi.org/10.1093/applin/amw050Search in Google Scholar

12Ministry of Education, Culture, Sports, Science and Technology of Japan (MEXT). (2015). Seito no eigo-ryoku kojo suishin plan [Plan for improving students’ English ability]. https://www.mext.go.jp/a_menu/kokusai/gaikokugo/__icsFiles/afieldfile/2015/07/21/1358906_01_1.pdfSearch in Google Scholar

13Mizumoto, A. (2021). New Word Level Checker [Web application]. https://nwlc.pythonanywhere.com/Search in Google Scholar

14Mizumoto, A., Pinchbeck, G. G., & McLean, S. (2021). Comparisons of word lists on new word level checker. Vocabulary Learning and Instruction, 10(2), 30–41. https://doi.org/10.7820/vli.v10.2.mizumotoSearch in Google Scholar

15Muncie, J. (2002). Process writing and vocabulary development: Comparing lexical frequency profiles across drafts. System, 30(2), 225–235. https://doi.org/10.1016/S0346-251X(02)00006-4Search in Google Scholar

16Nishigaki, C., Chujo, K., MacGoldrick, S., & Hasegawa, S. (2007). A cross-sectional contrastive analysis of Japanese students’ English composition skills. The Journal of Asia TEFL, 4(1), 27-54. http://journal.asiatefl.org/main/main.php?inx_journals=11&inx_contents=306&main=1&sub=3&submode=3&PageMode=JournalView&s_title=A_Cross_Sectional_Contrastive_Analysis_of_Japanese_Students_English_Composition_SkillsSearch in Google Scholar

17Oshima, S. (2020). Effects of explicit instruction on text structures in process writing. In P. Clements, A. Krause, & R. Gentry (Eds.), Teacher efficacy, learner agency (pp. 433-442). JALT. https://doi.org/10.37546/JALTPCP2019-50Search in Google Scholar

18Pichette, F., de Serres, L., & Lafontaine, M. (2012). Sentence reading and writing for second language vocabulary acquisition. Applied Linguistics, 33(1), 66–82. https://doi.org/10.1093/applin/amr037Search in Google Scholar

19Plonsky, L., & Oswald, F. L. (2014), How big is “big”? Interpreting effect sizes in L2 research. Language Learning, 64(4), 878-912. https://doi.org/10.1111/lang.12079Search in Google Scholar

20Sasaki, M. (2000). Toward an empirical morel of EFL writing processes: An exploratory study. Journal of Second Language Writing, 9(3), 259-291. https://doi.org/10.1016/S1060-3743(00)00028-XSearch in Google Scholar

21Uchihara, T., Webb, S., & Yanagisawa, A. (2019). The effects of repetition on incidental vocabulary learning: A meta-analysis of correlational studies. Language Learning, 69(3), 559–599. https://doi.org/10.1111/lang.12343Search in Google Scholar

22Wallace, M. J. (1998). Action research for language teachers. Cambridge University Press.Search in Google Scholar

23Webb, S. (2019). Incidental vocabulary learning. In S. Webb (Ed.), Routledge handbook of vocabulary studies (pp. 225–239). https://doi.org/10.4324/9780429291586Search in Google Scholar

24White, R., & Arndt, V. (1991). Process writing. Longman.Search in Google Scholar

25Yanagisawa, A., & Webb, S. (2021). To what extent does the involvement load hypothesis predict incidental L2 vocabulary learning? A meta-analysis. Language Learning, 71(2), 487–536. https://doi.org/10.1111/lang.12444Search in Google Scholar