TELL - Exploring the role of vocabulary depth and semantic set in EFL learners’ vocabulary use in writing

Sep 29, 2026

The role of depth of vocabulary knowledge in EFL writing performance has remained under-researched. This study examines how depth of vocabulary knowledge and semantic set affect appropriate word choice in EFL writing. Seventy lower-intermediate and upper-intermediate learners participated. Oxford Quick Placement Test, Word Association Test (WAT), and two writing tests were used. MANOVA and independent t-tests indicate different patterns across proficiency levels, including significant effects for lower-intermediate semantic-set word use and for upper-intermediate overall writing performance.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages23

Reading Time58 min

AccessFree to download

Introduction

Relationship between vocabulary knowledge and writing

Literature Review

TELL, Vol. 4, No. 2, Fall & Winter 2010, pp. 27-49 Exploring the role of vocabulary depth and semantic set in EFL learners’ vocabulary use in writing Mahmood Reza Atai Associate Professor, Tarbiat Moallem University Ali Dabbagh M.A. in TEFL, Tarbiat Moallem University Abstract The role of depth of vocabulary knowledge in EFL writing performance has remained an under-researched issue. The present study was designed to investigate the role of depth of vocabulary knowledge and semantic set in making appropriate word choices in EFL learners’ writing performance. Participants were 70 lowerintermediate and upper-intermediate EFL learners. Instrumentation included Oxford Quick Placement Test, Word Association Test (WAT), and two writing tests. The results of MANOVA and independent t-tests revealed that: a) depth of vocabulary knowledge played a fundamental role in appropriate use of words in a semantic set in lower-intermediate level but not in upper-intermediate level, b) depth of vocabulary knowledge had a significant role in overall writing performance only in upper-intermediate level, c) using words appropriately in a semantic set played a significant role in writing performance of the lower-intermediate participants, while the opposite was found for the upper-intermediate group. The results may promise implications for vocabulary and writing curriculum development and instruction. Keywords: depth of vocabulary knowledge, semantic set, vocabulary use, writing, Word Association Test (WAT), EFL learners 28 TELL, Vol. 4, No. 2, 2010 Exploring the role of vocabulary depth and semantic set 1. Introduction Vocabulary is considered as one of the most important components of language learning. Laufer (1998) referred to vocabulary as the necessary factor for comprehensible and easily-conveyed fluent messages in communication. Moreover, according to Read (2004), second language learners are aware of the fact that lack of vocabulary knowledge may hamper effective communication in the target language. The crucial role of vocabulary in language learning has stimulated researchers to address its various aspects including incidental and intentional vocabulary acquisition (Hulstijn, 2001), spoken vocabulary (Adolphs & Schmitt, 2003), written vocabulary (Albrechtsen, Haastrup, & Henriksen, 2008), specific purpose wordlists (Coxhead, 2000), classroom vocabulary (Tang & Nesi, 2003), and computer-adaptive vocabulary learning (Jones & Plass, 2002) . Classifying words in a semantic set may result in a more specified vocabulary aspect that makes the results of vocabulary research more specific and meaningful. “Semantic set” refers to the relationship between different words that share a superordinate and numerous common elements in meaning (e.g. encourage, persuade, convince) (Erten & Tekin, 2008; Warring, 1997) . However, words have a “tendency to associate with a certain semantic set or sets, but the tendency often represented only a small percentage of the overall use of the word”(Nelson, 2006, p. 231) . In order for a learner to decide which words in a certain context may build semantic set(s), complicated word knowledge is required. Depth of vocabulary knowledge, as contrasted with breadth of vocabulary knowledge (Haastrup & Henriksen, 2000; Read, 2000), may shed light on the process and quality of putting words in alexically-related set. Depth of vocabulary knowledge refers to the quality-based knowledge of words and how well the learners know about different words (Read, 1993, 2000) . This aspect of word knowledge mainly focuses on the idea that learners “should develop a rich and specific meaning representation as well as knowledge of TELL, Vol. 4, No. 2, 2010 29 Atai and Dabbagh the words’ formal features, syntactic functioning, collocational possibilities, register characteristics and so on” (Read, 2004, p. 155) . In vocabulary literature, there have been some attempts by scholars to define learners’

FAQs

What are the main factors examined in the study of EFL writing?

The study investigates the role of depth of vocabulary knowledge and semantic set in learners’ appropriate word choices and writing performance.

How were participants and instruments selected for the research?

Seventy lower-intermediate and upper-intermediate EFL learners were tested using Oxford Quick Placement Test, Word Association Test (WAT), and two writing tests.

What key findings differ between lower-intermediate and upper-intermediate learners?

Depth of vocabulary knowledge supports appropriate use of words in a semantic set for lower-intermediate learners, while depth significantly affects overall writing performance for upper-intermediate learners. Semantic-set-appropriate word use also shows contrasting relations with writing performance across the two groups.

Sep 29, 2026

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