Vocabulary Learning and Instruction

Vocabulary Learning and Instruction

Vocabulary Learning and Instruction

Editor-in-Chief: Stuart McLean
First Published: October 2012
Frequency: Twice per year
ISSN: TBA

Vocabulary Learning and Instruction (VLI) is an open-access international journal that provides a peer-reviewed forum for original research related to vocabulary acquisition, instruction and assessment. Submissions are encouraged from researchers and practitioners in both first language and EFL and ESL contexts. The journal is published biannually online in the growing tradition of open-access peer-reviewed research.

Vocabulary Learning and Instruction publishes both feature articles and short articles. Feature articles should be no more than 7000 words in length, including references and abstract. All tables, figures, appendices, images, and audio/video files should be both included in the text and uploaded separately. Short articles of up to 3000 words including brief reports, summaries or commentaries are also welcome.

Publication Details:
This is an open access journal.
All articles are freely available immediately on publication.
There are no fees for submitting to or publishing in this journal.

Publisher Information:
Ground Level, 470 St Kilda Road
Melbourne VIC 3004 Australia
Email: journals@castledown.com

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Modeling lexical and phraseological sophistication in oral proficiency interviews: A conceptual replication

Masaki Eguchi – Building on previous studies investigating the multidimensional nature of lexical use in task-based L2 performance, this study clarified the roles that the distinct lexical features play in predicting vocabulary proficiency in a corpus of L2 Oral Proficiency…

A commentary on four papers in the second language vocabulary learning strand for the JALT Vocabulary SIG

Junko Yamashita – In this commentary, the following four papers have been reviewed and discussed: Vocabulary Learning Outside of the Classroom: Institutional Use of a Spaced Repetition Vocabulary Learning App (Mueller & Hays, 2022), Developing a Discipline-Specific Corpus and High-Frequency…

Research syntheses in L2 vocabulary research: A scoping review

Ali H. Al-Hoorie, Joseph P. Vitta, Christopher Nicklin – In this brief report, we present a scoping review of 31 second language (L2) vocabulary research syntheses published in the Web of Science from January 1990 to May 2022.

Rater judgments and word difficulty: Conceptualizing the substantive validity of the VST

Derek N. Canning, Stuart McLean, Joseph P. Vitta – The substantive component of construct validity requires a confrontation between empirical test results and content relevance.

Some trends in vocabulary research: A discussion of three papers presented at the JALT Vocabulary SIG

Kristopher Kyle – The Japanese context is a particularly rich area for a wide range of vocabulary research.

Vocabulary Learning outside of the classroom: Institutional use of a spaced repetition

Kevin Mueller, George Hays – The Global Teaching Institute (GTI) at Tokyo International University (TIU) was founded in 2013 with 10 faculty members and now in 2022 has 55 faculty members.

Developing a discipline-specific corpus and high-frequency word list for science and engineering students in graduate school

Suwako Uehara, Hibiya Haraki, Stuart McLean – Japanese graduate school students in the field of science and engineering need to read academic research in their second language (L2), and such tasks can be challenging.

Rasch-based instrument validations for an augmented reality vocabulary acquisition experiment

Adam Dabrowski – The main purpose of this study was to provide validity evidence to support the creation and use of three instruments theorised to measure the existence of the form-meaning link between three sets of nonwords, and their assigned…

Orthographic processing of proper Names: A proposal to investigate the orthographic cue for second language readers

Kimberly Klassen – A standard treatment of proper names in second language (L2) vocabulary analyses is to categorize them as known items.

Estimating Learners’ Vocabulary Size under Item Response Theory

Aaron Gibson, Jeffrey Stewart – Perhaps the most qualitatively interpretable vocabulary test score is an estimate of the total number of words the learner knows in the tested domain, such as a frequency word list, or vocabulary taught as part…

Initial Evaluation of AWSuM: A Pilot Study

Atsushi Mizumoto – This article reports on a pilot study to evaluate usability, effectiveness, and impact of Academic Word Suggestion Machine (AWSuM), a webbased, innovative tool, powered by the combination of rhetorical moves and lexical bundles with an auto-complete feature.

Psychometric properties of word association test with regard to adolescent EFL learners

Hye Won Shin – This study reports on the psychometric evaluation of a second language vocabulary test.

An experimental investigation of HAM, a novel mnemonic technique for learning L2 homonyms and homophones

Charles M. Mueller – Over the past 40 years, extensive research has examined the effectiveness of mnemonics for vocabulary learning. The current study presents a novel approach called the Homonym/ Homophone Association Method (HAM).

Developing a Measure of Proper Name Familiarity for Japanese University Students

Christopher Nicklin – In this study, an instrument for measuring proper name (PN) familiarity was developed for a psycholinguistic experiment investigating the effect of PNs on Japanese university students’ English reading fluency.

Difficulties in reading English words: How do Japanese learners perform on a test of phonological deficit?

David Coulson, Mayumi Ariiso, Rina Kojima, Masami Tanaka – The motivation for this research is the observation of frequent read-aloud miscues among Japanese university students, and the slow rate of reading on simplified graded readers by many post-secondary learners.

Low-Confidence Responses on the Vocabulary Size Test

Paul Hutchinson – McDonald and Asaba (Vocabulary Learning and Instruction, 2015) reported an administration of the Vocabulary Size Test that was modified to include ”I don’t know” as a fifth response option on all items, and in which participants later…

Selected Linguistics Articles

Theory of Mind development and narrative writing: A longitudinal study

Theory of Mind development and narrative writing: A longitudinal study

Birgitta E. Svensson - The purpose of this paper is to study the development of Theory of Mind capacities in one individual's narrative writing from year 1 in elementary school through high school and onwards.
Evaluating the effectiveness of an online pre-sessional course for Japanese and international university students

Evaluating the effectiveness of an online pre-sessional course for Japanese and international university students

Kelly Hansen , Prajakta Khare - This study examines the role of an online pre-sessional program in easing the transition for students preparing to matriculate into an English-medium bachelor' s program at a Japanese university.
Post-predicate that-clauses controlled by verbs in native and non-native academic writing: A corpus-based study

Post-predicate that-clauses controlled by verbs in native and non-native academic writing: A corpus-based study

Samet Taşçı , Yusuf Öztürk - Post-predicate that clauses are one of the indicators of evaluative language which shows the attitude, position, and personal evaluation of the writers in academic discourse.
Learner perceptions on the usefulness of a blended learning EFL program

Learner perceptions on the usefulness of a blended learning EFL program

Kaoru Kobayashi, Andrea Little - To identify best practices for blended learning in English as a foreign language (EFL) programs, it is essential to understand how learners perceive and evaluate such programs, taking into consideration such variables as learner attitude,…
Students’ evaluation of a classroom bring-your-own-device (BYOD) policy

Students’ evaluation of a classroom bring-your-own-device (BYOD) policy

Simon Thomas - A bring-your-own-device (BYOD) policy advocates student's unrestricted classroom access to their own technology devices to assist in the completion of learning objectives.
Practical PowerPoint group projects for the EFL classroom

Practical PowerPoint group projects for the EFL classroom

Matthew Apple, Keita Kikuchi - Using PowerPoint for student-created group projects can be motivating and enjoyable for both students and instructors while fostering a sense of student self-reliance and autonomy.
Translanguaging as a boundary crossing mechanism: A Turkish-American Youngster and her linguistic negotiation of three discursive spaces

Translanguaging as a boundary crossing mechanism: A Turkish-American Youngster and her linguistic negotiation of three discursive spaces

Tuba Yilmaz , Ester de Jong - In order to effectively respond to the increased linguistic and cultural diversity in the U.S. schools and close the consistently documented achievement gap between culturally and linguistically diverse students and mainstream students, teachers…
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