L2 proficiency, anxiety, and mastery of strategies jointly explain 18% of variance in incidental vocabulary acquisition¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The four-predictor regression model was significant, explaining 18% of variance in incidental vocabulary acquisition. → Zhao 2016

Evidence¶

Zhao 2016¶

Zhao, A., Guo, Y., Biales, C., & Olszewski, A. (2016). Exploring learner factors in second language (L2) incidental vocabulary acquisition through reading. Reading in a Foreign Language, 28(2). http://nflrc.hawaii.edu/rfl doi:10.64152/10125/66903

q2 · i? · associational · r1

Omnibus test of the multiple linear regression with 129 participants: "R2 = .18, F (4, 124) = 6.86, p < .05". Regression assumptions (normality, homogeneity, linearity, independent errors, no multicollinearity) were checked and met.

"The four predictors explained 18% of the variance in L2 incidental vocabulary acquisition through reading, R2 = .18, F (4, 124) = 6.86, p < .05."

Discussion¶

Learner Variables¶

• Affect Regulation — predictor: learners who differ on it differ in outcomes
• Academic Anxiety — predictor: learners who differ on it differ in outcomes

Related Claims¶

• L2 anxiety is negatively correlated with L2 achievement, with a mean correlation of r = −.36 across 216 effect sizes — the general claim this finding bears on, with the studies behind it

• Math anxiety has a small-to-moderate negative correlation with math achievement (r = −.28) in a meta-analysis of correlations from 223 studies — the general claim this finding bears on, with the studies behind it

• Incidental vocabulary learning anxiety positively predicts L2 incidental vocabulary acquisition through reading — related
• L2 proficiency positively predicts L2 incidental vocabulary acquisition through reading — related
• Mastery of incidental vocabulary learning strategies positively predicts L2 incidental vocabulary acquisition through reading — a narrower finding that bears on this claim
• Motivation did not significantly predict L2 incidental vocabulary acquisition through reading — a narrower finding that bears on this claim
• Higher L2 reading proficiency, motivation, and involvement load are associated with larger incidental vocabulary gains — related