The Effectiveness of Vocabulary Learning Tasks: An Examination of Predictive Power of Technique Feature Analysis

Abstract

This research aimed to validate the Technique Feature Analysis (Nation & Webb, 2011), a theoretical framework that includes criteria for vocabulary learning to occur and evaluates the effectiveness of a vocabulary learning task. The study investigated the correlation between the predictability of the framework and the task’s effect on vocabulary learning and retention. To this end, EFL learners were assigned three vocabulary tasks of learning 15 target words. The tasks were designed based on the Technique Feature Analysis framework and had different presence of each vocabulary learning criteria. Word forms and words’ meaning recognition knowledge of the target words were measured immediately and one week later. The results revealed that supporting evidence for Technique Feature Analysis was found in terms of the retention of meaning recognition knowledge whereas no significant difference was detected in the immediate form and meaning recognition knowledge and delayed form recognition knowledge.