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\n[https://www.castledown.com/journals/ajal/](https://www.castledown.com/journals/ajal/)  \nAustralian Journal of Applied Linguistics, 7 (3), 1–20 (2024)  \n[https://doi.org/10.29140/ajal.v7n3.1641](https://doi.org/10.29140/ajal.v7n3.1641)  \nThe role of individual differences in L2 vocabulary learning: A review of out-of-class exposure, strategic learning and motivation  \nABDULLAH ALBALAWI   \nSaudi Electronic University, Saudi Arabia  \nAbstract  \nThis review paper explores the role of individual differences in second language vocabulary learning, focusing on three key factors: out-of-class exposure (e.g., viewing TV, playing video games and listening to songs), strategic vocabulary learning, and motivation. Individual differences significantly impact vocabulary learning, making it crucial to understand how these factors contribute to learning outcomes. Yet, previous reviews have mainly overlooked out-of-class exposure in their discussion of individual differences. The current review shows that the three factors can have a positive effect on lexical development. There are some points to consider such as the need for a large amount of input for outof-class exposure to be effective. Additionally, the review shows that both motivation and self-regulation are important for vocabulary learning and that they are positively related to vocabulary knowledge. It shows that more self-regulated and motivated students tend to have significantly larger and more developed vocabulary knowledge. By synthesizing findings from empirical studies on individual differences and vocabulary learning, this review provides insights into making vocabulary learning more effective.  \nKeywords: vocabulary, learning, individual differences, review  \nIntroduction  \nLanguage learners vary greatly in their vocabulary development (Dóczi & Kormos, 2015; Laufer, 1998; Webb & Chang, 2012; X. Zhang & Lu, 2014) . One of the main sources of variation in vocabulary and language learning is the individual differences between learners (Dörnyei, 2015; Dörnyei & Skehan, 2003; S. Li et al., 2022; Skehan, 1989) . Individual differences refer to:  \ntraits, dispositions, and characteristics, be they biological, social, psychological, or a combination of these, that make learners unique individuals, cause variation  \namong learners, and are hypothesized to have a direct and/or indirect impact on learning outcomes (S. Li et al., 2022, p. 4) .  \nIndividual differences in second language acquisition (SLA) serves as an umbrella term that includes several factors that have been found to influence language learning. These factors are commonly divided into three main categories: cognitive, conative, and affective (Cronbach, 2002) . Cognitive factors refer to factors that influence language processing, storing and retrieval. The main factors under this category include language aptitude (Wen et al., 2019), working memory (Baddeley, 2003) and learning strategies (Oxford, 2017) . Conative factors affect learners’ goal-setting abilities and their abilities in persisting to achieve this goal. The major factor in this category is motivation, which has been researched extensively in SLA (Ushioda, 2020) . Finally, affective factors influence learners’ feelings and emotions which include attitude (Mantle-Bromley, 1995), anxiety (Horwitz, 2001), enjoyment (Botes et al., 2022) and self-efficacy (C. Wang & Sun, 2020) .  \nEllis (2008) points out that the main objective of individual differences research in the past was to predict which learners will succeed in L2 learning. This was done to guide the selection of which learners are more fit to receive foreign language instruction. There has been a shift in the research objectives over the years and now researchers are mainly interested in explaining why some learners are more successful in L2 learning than others. This is pursued by analyzing the characteristics of the more successful learners w","cbCaiuBXlY2NYnb5","https://ap.wps.com/l/cbCaiuBXlY2NYnb5","pdf",468000,"English","# Introduction\n## Individual differences in L2 vocabulary learning\n## Cognitive, conative, and affective factors\n## Prior research objectives and shifts\n## Gaps in vocabulary research and the role of out-of-class exposure","[{\"question\":\"Which three factors does the review focus on for L2 vocabulary learning?\",\"answer\":\"The review focuses on out-of-class exposure, strategic vocabulary learning, and motivation, explaining how each factor relates to vocabulary development.\"},{\"question\":\"How does out-of-class exposure affect vocabulary growth according to the review?\",\"answer\":\"Out-of-class exposure can have a positive effect on lexical development, but it requires a large amount of input to be effective.\"},{\"question\":\"What is the relationship between motivation, self-regulation, and vocabulary knowledge?\",\"answer\":\"The review reports that motivation and self-regulation are important for vocabulary learning and are positively related to vocabulary knowledge, with more self-regulated and motivated students tending to have larger, more developed vocabularies.\"}]","The role of individual differences in L2 vocabulary learning - A review of out-of-class exposure, strategic learning and motivation | PDF",1792078702]