ABSTRACT

This study aimed to investigate the impact of different reading task types and students’ vocabulary sizes on the incidental acquisition of English vocabulary among Chinese college students. Using a mixed-methods approach, the research examined how task complexity and vocabulary proficiency interact to influence vocabulary learning. The participants include 5 EFL teachers and 90 EFL students from Guangzhou College of Commerce, selected through stratified sampling during the 2023-2024 academic year. Data collection involves the updated Vocabulary Levels Test, a fill-in test, and the Vocabulary Knowledge Scale to measure vocabulary proficiency and learning outcomes. Findings reveal that teacher-participants face challenges such as varying student proficiency levels, limited English input outside the classroom, and difficulty sourcing engaging and appropriately challenging materials. Students also encounter challenges in vocabulary acquisition, including issues with form (pronunciation, word structure, and grammar), meaning (cultural understanding and nuances), and usage (confident application in communication). Additionally, both continuation and summary writing practices significantly enhanced vocabulary acquisition, with summary writing yielding slightly higher gains in vocabulary size. The study concludes with practical implications for task-based teaching strategies, emphasizing tailored approaches to address both teacher and student challenges and optimizing vocabulary instruction for diverse learners.

Keywords: Acquisition of English vocabulary, vocabulary sizes, reading task, independent learning
https://doi.org/10.57180/qzrm3829