The Effectiveness of Three Vocabulary Learning Tasks from The Perspective of Technique Feature Analysis
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This study investigated the effectiveness of vocabulary learning tasks based on the Technique Feature Analysis framework. The framework provides criteria for evaluating the effectiveness of vocabulary learning tasks. The study investigated the correlation between the predictability of the framework and the task’s effect on vocabulary learning and retention. The study employed an experimental design in which participants were assigned to three different vocabulary tasks involving 15 target words. The tasks were designed to vary in the presence of the vocabulary learning criteria outlined in the Technique Feature Analysis. Learners’ knowledge of word forms and word meanings was assessed immediately and one week later. The results provided mixed support for the Technique Feature Analysis framework. While no significant differences were found in immediate form-meaning recognition, and delayed form recognition, the framework was predictive of learners’ delayed meaning recognition performance.
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