Promoting vocabulary learning through vocabulary notebooks: Teaching and learning strategies and gender

Abstract

The present study investigated whether there were any differences between the vocabulary acquisition and retention level of female and male students with regard to two conditions: 1) formal instruction and feedback on vocabulary notebook keeping; and 2) the amount of information recorded in the vocabulary notebooks. Five groups of second year university students participated in the study (n = 147). Four of the groups kept vocabulary notebooks, two of which (Experimental Group 1 and Experimental Group 2) received formal instruction and feedback on the words recorded and how to keep vocabulary notebooks, while two other groups (Control Group 2 and Control Group 3) did not receive any instruction or feedback. The fifth group neither received any instruction or feedback nor kept vocabulary notebooks. The two data collection tools were: (i) a questionnaire of vocabulary knowledge and retention that was administered prior to the study; and (ii) a test of receptive and productive vocabulary which was administered as a post-test. Data analyses revealed that extra information recording related to the unknown words and regular feedback provided by the instructor improves vocabulary acquisition and the effect of vocabulary notebook keeping. However, no significant difference was observed between the impact of treatment on female and male students.