Speaker
Description
Nation and Webb (2011) employed five psychological factors - Motivation, Noticing, Retrieval, Generation, and Retention - to develop the Technique Feature Analysis (TFA) Framework which aimed to predict the effectiveness of L2 vocabulary learning activities. Some empirical studies have been implemented to validate this framework through gauging its predictive power for actual vocabulary learning gains. However, these studies have two critical conceptual limitations. On the one hand, they fail to disentangle TFA’s predictive power for vocabulary gains from incidental and intentional learning activities. On the other hand, they also fail to distinguish this predictive power between the immediate and delayed learning. The present study aimed to fill these research gaps. To this end, it meta-analyzed 21 independent studies which focused on intentional vocabulary learning activities only, with 86 effect sizes for the immediate learning (as measured in the immediate posttest) and 51 effect sizes for the delayed learning (as attested in the delayed posttest). It also examined the moderating effects of three other factors - learner age, L2 proficiency and test format - on the vocabulary uptake and retention from the pooled studies. The results from meta-analysis and meta-regression showed that the TFA framework as a whole had a fair predictive power for both vocabulary uptake and retention. However, each of its five psychological factors failed to do so. The three moderating factors above could not account for the variance in the vocabulary gains across the pooled studies either. These findings provide valuable implications for both instruction and research practices.
Biography
Tu Pham-Anh is in the final phase of his undergraduate studies at the University of Languages and International Studies (ULIS), Vietnam National University Hanoi, where he is pursuing a degree in English Language Teacher Education. Throughout his academic journey, he has cultivated a deep interest in the field of Second Language Acquisition, with a particular emphasis on incidental and intentional vocabulary acquisition. His recent academic pursuits reflect a growing engagement with Task-Based Language Teaching (TBLT) and translanguaging practices, especially within the context of multilingual classrooms - areas that align closely with current innovations in language pedagogy.
At this conference, he aims to contribute to ongoing discussions in applied linguistics and English language teaching. His research endeavors to provide practical perspectives and promote the adoption of innovative instructional approaches within English language education. Grounded in principles of openness, accountability, and a dedication to sustainable educational development, he is committed to sharing research outcomes that support impactful pedagogical transformation, while also advancing his growth as a future language teacher and researcher.
