[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-592004-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-592004-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","the-impact-of-narrow-reading-on-the-receptive-vocabulary-knowledge-of-moroccan-high-school-students","The Impact of Narrow Reading on the Receptive Vocabulary Knowledge of Moroccan High School Students","","Study investigates how narrow reading influences the development of Moroccan EFL learners’ receptive vocabulary knowledge. An experimental pretest post-test design is implemented with 75 tenth-grade beginner students across three groups. One group reads four texts sharing the same theme and author, another reads four texts by the same author, and a control group reads four texts with different authors and themes. Meara’s yes/no test and the Vocabulary Knowledge Scale (VKS) measure gains over seven weeks. Results from one-way ANOVA show the same-theme same-author group performs best.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/the-impact-of-narrow-reading-on-the-receptive-vocabulary-knowledge-of-moroccan-high-school-students/592004/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/the-impact-of-narrow-reading-on-the-receptive-vocabulary-knowledge-of-moroccan-high-school-students/592004.png","ImageObject",300,407,{"name":42,"@type":43},"Mabel","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",6,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What does the study examine about narrow reading?","Question",{"text":63,"@type":64},"It examines the impact of narrow reading on the development of Moroccan EFL students’ receptive vocabulary knowledge.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How are the student groups organized in the experiment?",{"text":68,"@type":64},"Three groups participate: same-theme same-author texts, same-author texts, and a control group reading different authors and themes.",{"name":70,"@type":61,"acceptedAnswer":71},"Which instruments are used to measure receptive vocabulary knowledge and gains?",{"text":72,"@type":64},"Meara’s yes/no test measures receptive vocabulary knowledge before treatment, and the Vocabulary Knowledge Scale (VKS) measures receptive vocabulary gains after the seven-week treatment.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},592004,1792208938,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":112,"preview_page_count":4},7971474920318,"https://ap-avatar.wpscdn.com/avatar/74000ee537e6b0ca360?x-image-process=image/resize,m_fixed,w_180,h_180&k=1788430171632181674","The Impact of Narrow Reading on the Receptive Vocabulary Knowledge of Moroccan High School Students  \nBrahim Outamgharte  \nChouaïb Doukkali University, Morocco, [outamgharte.b@ucd.ac.ma](outamgharte.b@ucd.ac.ma)  \nMohamed Yeou  \nChouaïb Doukkali University, Morocco, [yeou.m@ucd.ac.ma](yeou.m@ucd.ac.ma)  \nHicham Zyad  \nChouaïb Doukkali University, Morocco, [zyadhicham@gmail.com](zyadhicham@gmail.com)  \nRecent research on English as a foreign language (EFL) vocabulary instruction has surged due to its inherent importance and the challenge it poses, given the vast number of words in languages. Many studies explored how reading enhances EFL students’ vocabulary. However, empirical studies on how narrow reading aids beginners' vocabulary growth are lacking. Hence, this study purports to investigate the impact of narrow reading on the development of Moroccan EFL students’ receptive vocabulary knowledge. An experimental pretest post-test design is adopted. 75 10th grade (common core) beginner students belonging to three groups participated in the study. The first experimental group read 4 texts on the same theme and written by the same author. The second experimental group read 4 texts written by the same author. The control group read 4 texts written by different authors on different themes. Meara’s yes/no test was used to measure the participants’ receptive vocabulary knowledge before the treatment. The treatment lasted seven weeks.The vocabulary knowledge scale (VKS) was used to measure students’receptive vocabulary gains. The results of a one-way ANOVA showed that the group which read texts on the same theme and by the same author outperformed the other groups. Informal discussion with the participants unveiled some factors that have eased vocabulary uptake.  \nKeywords: EFL, Arab students, receptive Vocabulary, vocabulary development, narrow reading  \nINTRODUCTION  \nLearning vocabulary has recently become a major concern in the EFL research classroom. This stems from the belief that vocabulary is the hub of communicating and conveying meaningful messages in languages (Çinar & Ari, 2019; Paribakht & Wesche, 1997; Rajayi & Maleki, 2023; Read, 2000; Schmitt, 2008; Schmitt et al., 2017; Webb & Nation, 2017) . In the Moroccan context, many studies have been conducted in order to measure the receptive vocabulary knowledge of Moroccan students. For example, Agrram (2020) discovered that EFL master's students exhibit proficiency in approximately 1400 word families, as evidenced by the outcomes of Meara's (2010) yes/no test. On the same vein, Harraqi (2017) reported that 11thgrade, which is one grade above the participants of the present study, students don’t master any of the 5 vocabulary levels tested using the updated vocabulary level test (Webb et al., 2017) . Harraqi added that such results demonstrate a considerable lack in the receptive vocabulary knowledge of Moroccan students.  \nAs a rule of thumb, learning a word from the first encounter is believed to be out of reach for most students considering the incremental nature of acquiring vocabulary (Webb & Nation, 2017) . Schmitt et al. (2017) explained that students need to meet a word at least 10 times before it is learned which  \nCitation: Outamgharte, B., Yeou, M., & Zyad, H. (2024) . The impact of narrow reading on the receptive vocabulary knowledge of Moroccan high school students. Anatolian Journal of Education, 9(2), 115-126.  \n[https://doi.org/10.29333/aje.2024.9210a](https://doi.org/10.29333/aje.2024.9210a)  \nmakes extensive reading one of the most suitable approaches teachers can adopt to develop vocabulary. Webb and Nation (2017) added that teachers can adopt narrow reading as a strategy to develop comprehension, reduce learning the burden, and augment the chances of repeated encounters of lexis.  \nNarrow reading, as the name suggests, means limiting the authors, themes, and vocabulary of the chosen reading texts. In this sense, narrow reading is considered as a part of e","cbCainwnWW7I3ZU7","https://ap.wps.com/l/cbCainwnWW7I3ZU7","pdf",313764,12,"English","# Introduction\n## Learning vocabulary in EFL\n## Narrow reading as a vocabulary strategy\n## Literature Review\n### Narrow Reading and Vocabulary Learning","[{\"question\":\"What does the study examine about narrow reading?\",\"answer\":\"It examines the impact of narrow reading on the development of Moroccan EFL students’ receptive vocabulary knowledge.\"},{\"question\":\"How are the student groups organized in the experiment?\",\"answer\":\"Three groups participate: same-theme same-author texts, same-author texts, and a control group reading different authors and themes.\"},{\"question\":\"Which instruments are used to measure receptive vocabulary knowledge and gains?\",\"answer\":\"Meara’s yes/no test measures receptive vocabulary knowledge before treatment, and the Vocabulary Knowledge Scale (VKS) measures receptive vocabulary gains after the seven-week treatment.\"}]","The Impact of Narrow Reading on the Receptive Vocabulary Knowledge of Moroccan High School Students | PDF",1792073656]