Vocabulary knowledge gained from eight encounters persisted over two weeks, with no significant immediate-to-delayed test differences¶

Claim · All claims
Evidence · 1 study · causal r1 · q3
Currency · newest study 2016 · checked against its sources 2026-10-17 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i? Paired-samples t tests showed no significant differences between immediate and delayed posttest scores for form recognition, meaning recall, or meaning recognition. → Pellicer-Sánchez 2016

Evidence¶

Pellicer-Sánchez 2016¶

Pellicer-Sánchez, Ana. (2016). Incidental L2 Vocabulary Acquisition From and While Reading: An Eye-Tracking Study. Studies in Second Language Acquisition, 38(1), 97-130. https://doi.org/10.1017/S0272263115000224

q3 · i? · causal · r1

Delayed posttest administered 2 weeks after the first session to 14 of the initial 23 L2 participants; the article notes the generalizability of results is therefore less robust. No effect sizes are printed for these comparisons.

"Results of paired-samples t tests also showed that the differences between the immediate and delayed posttests were not significant (form recognition: t [13] = –.37, p = .720; meaning recall: t [13] = .29, p = .775; Meaning recognition: t [13] = .82, p = .426)"

Discussion¶

Learner Variables¶

• Reading and Language — outcome: instruction changes it
• Long-Term Memory — outcome: instruction changes it
• Vocabulary — outcome: instruction changes it

Related Claims¶

• L2 learners report higher certainty for meaning recognition than for meaning recall or form recognition of newly encountered words — related
• After eight encounters in reading, L2 learners recognize the form and meaning of unknown words better than they can recall their meaning — related
• Multimedia glosses improve EFL students' vocabulary retention two weeks after treatment relative to no glosses — related
• The advantage of dual coding elucidation for correct lexical usage persists over a four-week delay — related
• Incidental vocabulary gains show retention problems, with losses over time moderated by feedback timing and topic interest — related
• Final-test reading comprehension after retrieval practice does not differ significantly between an immediate test and a test delayed by three weeks — related
• Vocabulary knowledge gained through extensive reading showed little decay on a three-month delayed posttest, with relative gains ranging from 21.05% (low-level) to 59.01% (high-level) — related
• Reading times for unknown words decrease significantly after three to four encounters, and by eight encounters unknown words are read like known words — related
• Vocabulary retention declines between immediate and first delayed recall, then rises slightly between the first and second delayed tests — related
• Deeper processing of target language improves lexical retention and long-term learning — related
• Writing quality gains from Tekster are maintained eight weeks after the intervention ends — related