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Thirty learners participated in a six-week experiment comparing vocabulary acquisition via glossed definitions while studying six poems (one per week) against a traditional word list plus example sentences approach. Pre- and post-tests assessed existing and acquired knowledge, with follow-up two weeks after instruction. 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The comparison group learned via a traditional word list with example sentences.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What were the results of the vocabulary assessments?",{"text":117,"@type":113},"Both groups showed a meaningful increase in vocabulary. 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However, despite the growing interest in using poetry in language learning contexts, there remains limited empirical evidence to support this theory. To test if these benefits would appear in actual practice, thirty learners participated in an experiment comparing vocabulary acquisition through glossed definitions while studying poetry and acquisition via a more traditional word list and set of example sentences. Participants were tested on their existing knowledge of target words and then taught these words over the course of six weeks. The experimental group learned these words through a set of six poems, one poem a week. Two weeks after the experiment concluded, the learner's vocabulary knowledge was reassessed. Both groups demonstrated a meaningful increase in their vocabulary, and no significant difference was identified between the two groups, indicating that both methods are equally effective in increasing learner vocabulary. This suggests that teachers interested in integrating literary studies with language studies may do so with some assurance that learners’ vocabulary will develop.  \nKeywords: Poetry, Vocabulary Acquisition, Literature  \nPoetry and the L2 classroom  \nThe theoretical benefits of poetic texts and literary texts in general are quite expansive and thought to include motivating learners, improving linguistic and intercultural skills, and developing more general skills like critical thinking or empathizing (Alkhaleefah, 2017; Nilon, 2020; Porto & Zembylas, 2021) . For instance, Elhabiri (2017) posited that studying literature explicitly can differ from using literature, for instance, using literary texts in intensive reading exercises rather than extensive reading exercises, because the study of literature can do more to encourage student noticing since the learners are directed to observe how the use of language impacted the delivery of the message. Freyn (2016) reported students claiming that poetry improved their vocabulary and caused them to have to think in English due to differences that emerge if a poem is translated. Khan (2020) recorded that the majority of participants in that study believed that reading poetry improves vocabulary, and a plurality of participants, by a large margin, believed in benefits ranging from cultural skills to reading comprehension and writing ability. It is also noteworthy that students in Khan’s study were science students and had limited interest in poetry but found studying it to be a valuable experience.  \nVocabulary growth is an often-highlighted benefit of studying poetry. For instance, the atomistic approach to studying poetry, thought to promote the development of various skills,  \nmay also cause students to notice vocabulary items, which is related to Nanquil’s (2019) claims that the study of literary texts can provide learners with a rich source of vocabulary. According to Joe (2010), noticing vocabulary items is vital for the acquisition of new words, and‘conscious effort to learn the semantic and conceptual aspects of words, using deep and elaborative processes, is needed to prevent attrition’(p. 120) . As a result, the detail-oriented approach favoured in several lenses of the study of poetry may help learners to be more aware of the specific words in a poem, thus increasing their likelihood of retaining them.  \nThis also links to intercultural communication benefits because learners noticing these words can be directed to contemplate how these specific words reveal the underlying a","cbCaivTMZWmrZ6El","https://ap.wps.com/l/cbCaivTMZWmrZ6El","pdf",286825,18,"English","# Poetry and the L2 classroom\n## Vocabulary growth and noticing\n## Intercultural communication benefits\n## Repeated exposure and learning outcomes","[{\"question\":\"How did learners acquire vocabulary in the two groups?\",\"answer\":\"The experimental group learned target words through six poems (one poem per week) using glossed definitions. The comparison group learned via a traditional word list with example sentences.\"},{\"question\":\"What were the results of the vocabulary assessments?\",\"answer\":\"Both groups showed a meaningful increase in vocabulary. No significant difference was found between the two teaching methods.\"},{\"question\":\"What pedagogical implication does the study suggest?\",\"answer\":\"Integrating literary studies with language studies can be done with some assurance that learners’ vocabulary will develop.\"}]","The Electronic Journal for English as a Second Language - Volume 29 - Number 4 - Leveraging Poetry for L2 Vocabulary Growth | PDF",1792042987,45]