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Intentional Vocabulary Learning, Incidental Vocabulary Learning, or a Mixture of Both? - Article","","The purpose of this study was to investigate whether intentional vocabulary learning, incidental vocabulary learning, or a combination of both best prepares students for learning and retaining vocabulary in English as a foreign language (EFL) classrooms. Three experimental and three control groups completed pre-tests and immediate post-tests, with delayed post-tests administered to experimental groups. Experimental groups received intentional, incidental, or mixed interventions, while controls received no instruction. Results indicate the mixed instructed group outperformed others and retained vocabulary longer; incidental ranked second and intentional third.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/which-strategy-promotes-retention-intentional-vocabulary-learning-incidental-vocabulary-learning-or-a-mixture-of-both-article/593868/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/which-strategy-promotes-retention-intentional-vocabulary-learning-incidental-vocabulary-learning-or-a-mixture-of-both-article/593868.png","ImageObject",300,407,{"name":92,"@type":93},"4398046744996","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Which vocabulary learning strategy best supports long-term retention in EFL classrooms?","Question",{"text":112,"@type":113},"The mixed instructed group performed best and retained vocabulary longer than the intentional-only and incidental-only groups.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were students assigned to the experimental and control groups?",{"text":117,"@type":113},"Three experimental groups received intentional, incidental, or mixed vocabulary-learning interventions, while three control groups received no vocabulary learning instruction.",{"name":119,"@type":110,"acceptedAnswer":120},"What testing schedule was used in the study?",{"text":121,"@type":113},"All groups completed a pre-test and an immediate post-test after instruction; a delayed post-test was administered to the experimental groups after the immediate post-test.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593868,1792190199,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":66,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":46,"language":138,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":139,"faqs":140,"seo_title":141,"seo_description":67,"update_tm":142,"read_time":31,"preview_page_count":4},4398046744996,"Australian Journal of Teacher Education  \n\n| Volume 44  Issue 9 | Article 2 |\n| --- | --- |\n| 1-21-2019\u003Cbr>Which Strategy Promotes Retention? Intentional Vocabulary Learning, Incidental Vocabulary Learning, or a Mixture of Both?\u003Cbr>Amirreza Karami\u003Cbr>University of Arkansas, [akarami@email.uark.edu](akarami@email.uark.edu)\u003Cbr>[Freddie A. Bowles](Freddie A. Bowles)\u003Cbr>University of Arkansas, [fbowles@uark.edu](fbowles@uark.edu)\u003Cbr>Follow this and additional works at: [https://ro.ecu.edu.au/ajte](https://ro.ecu.edu.au/ajte)\u003Cbr> Part of the Bilingual, Multilingual, and Multicultural Education Commons, Educational Methods Commons, and the Language and Literacy Education Commons |  |\n\nRecommended Citation  \nKarami, A., & Bowles, F. A. (2019) . Which Strategy Promotes Retention? Intentional Vocabulary Learning, Incidental Vocabulary Learning, or a Mixture of Both?. Australian Journal of Teacher Education, 44(9) . Retrieved from [https://ro.ecu.edu.au/ajte/vol44/iss9/2](https://ro.ecu.edu.au/ajte/vol44/iss9/2)  \nThis Journal Article is posted at Research Online.  \n[https://ro.ecu.edu.au/ajte/vol44/iss9/2](https://ro.ecu.edu.au/ajte/vol44/iss9/2)  \nWhich Strategy Promotes Retention? Intentional Vocabulary Learning, Incidental Vocabulary Learning, Or A Mixture Of Both?  \nAmirreza Karami  \nFreddie A. Bowles  \nUniversity of Arkansas, USA  \nAbstract: The purpose of this study was to investigate whether  \nintentional vocabulary learning, incidental vocabulary learning, or a  \ncombination of the two best prepares students for learning and  \nretaining vocabulary in English as foreign language learning (EFL)  \nclassrooms. Three experimental groups and three control groups were  \nselected. All groups were given a pre-test and an immediate post-test  \nafter the instruction. A delayed post-test was administered to the  \nexperimental groups after the immediate post-test. The three  \nexperimental groups received the intervention—intentional,  \nincidental, or a combination—while the three control groups received  \nno vocabulary learning instruction. The results show that the mixed  \ninstructed group outperformed the other two groups and retained the  \nvocabulary longer than the other groups. Incidental vocabulary  \nlearning placed second and intentional vocabulary learning placed  \nthird.  \nKeywords: Intentional vocabulary learning, incidental vocabulary learning, mixed vocabulary instruction, vocabulary retention  \nIntroduction  \nVocabulary learning is deemed to be of great importance and one of the most elusive aspects of learning a new language. The vicissitudes of vocabulary learning have led teachers and researchers to investigate and search for the best method for students to acquire vocabulary. Schmitt (2008, p. 329) stated that “a large vocabulary is necessary to function in English: 8000– 9000-word families for reading, and perhaps as many as 5000–7000 families for oral discourse.”Laufer (2005, 1998) pointed out that the number of received words for non-native speakers ofa language are more than the number of produced words in a language, an important factor for making a distinction between native and non-native speakers. With these two factors in mind, the need for a large vocabulary and the discrepancy between received knowledge and production, the acquisition of sufficient vocabulary seems to be one of the most important tasks of language learners (Lewis, 2000) with the result that insufficient vocabulary knowledge impedes comprehensible communication among speakers.  \nVocabulary is of paramount importance for communication. Schmitt (2008) highlighted this importance and stated that teachers and researchers delve into methods and approaches to ameliorate the vocabulary learning process for language learners in learning a new language.  \nTeachers and researchers can improve this vocabulary learning situation through investigating and implementing the most important effective strategies and factors for vocabulary learning. This will help e","cbCaiuMTrcl4NXkR","https://ap.wps.com/l/cbCaiuMTrcl4NXkR","pdf",557019,"English","# Introduction\n## Vocabulary learning importance in language acquisition\n## Effects of intentional vs. incidental strategies\n## Rationale for combining strategies\n# Method and results (as described in abstract)\n## Group design and testing timeline\n## Intervention types: intentional, incidental, mixed\n## Outcomes and retention rankings","[{\"question\":\"Which vocabulary learning strategy best supports long-term retention in EFL classrooms?\",\"answer\":\"The mixed instructed group performed best and retained vocabulary longer than the intentional-only and incidental-only groups.\"},{\"question\":\"How were students assigned to the experimental and control groups?\",\"answer\":\"Three experimental groups received intentional, incidental, or mixed vocabulary-learning interventions, while three control groups received no vocabulary learning instruction.\"},{\"question\":\"What testing schedule was used in the study?\",\"answer\":\"All groups completed a pre-test and an immediate post-test after instruction; a delayed post-test was administered to the experimental groups after the immediate post-test.\"}]","Which Strategy Promotes Retention? Intentional Vocabulary Learning, Incidental Vocabulary Learning, or a Mixture of Both? - Article | PDF",1792078069]