This document summarizes a research study that investigated the impact of different lengths of vocabulary preparation time on EFL learners' listening comprehension, confidence, and strategy use. 117 college students were given 0 weeks (Group A), 1 day (Group B), or 30 minutes (Group C) to prepare vocabulary before listening and comprehension tests. Groups with more preparation time scored higher on vocabulary and listening tests. Learners' confidence and strategy use also increased with longer preparation times. The researcher concluded that providing pre-task vocabulary support and sufficient preparation time can benefit learners' performance and skills.

1. The impact of vocabulary
preparation on L2 listening
comprehension, confidence and
strategy use
Presenter: Ellie Lin
Instructor: Dr. Teresa Hsu
Date: Jan 05, 2015
1

2. Chang, A. C. (2007). The impact of
vocabulary preparation on L2
listening comprehension, confidence
and strategy use. System, 35, 534-
550.
2

3. 1. Introduction
2. Literature review
3. Methodology
4. Results & discussion
5. Conclusion
6. Reflection
3

4. • Background
• Purpose of study
• Research questions
4

5. Background
Understanding spoken English and
lacking vocabulary knowledge may
trouble most EFL learners who are
limited exposure to outside of
English classroom.
5

6. Purpose of study
To provide learners pre-task activities,
relevant materials and the lengths of
preparation time in order to influence
learners’ fluency, complexity and
accuracy skills
6

7. Research questions
1. Do varying lengths of preparation time make a
difference to learners’ performance in vocabulary
knowledge or overall listening comprehension?
7
3. Do different lengths of preparation time make
a difference to learners’ strategy use?
2. Do different lengths of preparation time make
a difference to learners’ confidence? If yes,
which results in a higher level of confidence?

8. 1. Listening comprehension
2. Attention
3. Learning process
8

9. 1. Vocabulary supports in listening
comprehension only when it is
combined with multiple listening
2. L2 learners pay conscious
attention to think words and
take time slowly to use them.
(Berne, 1995; Elkhafaifi, 2005)
(Buck, 2001:7)
9

10. 3. Even thought previewing
relevant vocabulary L2 learners’
listening ability has no
immediate effect, they need
more time to practice and
automatize processing
(Chang & Read, 2006)
10

11. 1. Participants
2. Research design & materials
3. Instruments
4. Procedure
11

12. Participants
117 college students
Aging 18-24
Group A
47
Group B
44
Group C
26
12

13. Research design & Materials
Group B
One
day
Group A
One
week
Group C
30 min
In class
 793-word short story
 Penguin Young Readers, L4
 Written from a 1400 wordlist
13

14. Instruments
1
• A vocabulary test: 18 words selected from the
story’s vocabulary list
2
• A listening comprehension: 29 items included
multi-choice, gap filling, short Qs & As and
measured the comprehension of the story
3
• A post-test questionnaire: 17 items categorized in to
• part A – 9 items related to learners’ confidence
• part B – 8 items regarded the usage of vocabulary
14

15. Procedure
1. Given TOEIC listening test at the beginning of a new
academic year
2. Given vocabulary test first, and then listening
comprehension test
3. Filled out the questionnaire
4. Interviewed 6 students from each group
15

16. 1. Test results
2. Questionnaire results
3. Confidence level
4. Strategy use
16

17. Test results
Group A
One week
Group B
One day
Group C
30 min
Vocabulary test 13.68 (3.78)a 76% 11.70 (3.78) 65% 11.34 (3.96) 63%
Listening
comprehension 17.11 (3.19) 59% 16.24 (3.19) 56% 15.66 (3.48) 54%
a The numbers in parenthesis are standard deviations
Do varying lengths of preparation time make a difference
to learners’ performance in vocabulary knowledge or
overall listening comprehension?
Q1:
Table 2 Test results
17

18. Test results
Source SS d.f. MS F Sig. Effect size Observed power
Group
LP
Group x LP
Error
Total
Corrected
total
183.90
55.73
8.24
1530.42
18854.00
1763.79
2
1
2
110
116
115
91.95
55.74
4.12
13.91
6.61
4.01
.30
0.02
0.48
0.744
0.10
0.03
0.00
.91
.51
.10
Table 3
Results of the effects of preparation time on learners’ vocabulary performance
18

19. Test results
P < .000
Table 4
Results of the effects of preparation time on learners' listening comprehension
Source SS d.f. MS F Sig. Effect size Observed power
Group
LP
Group x LP
Error
Total
Corrected
total
63.86
274.28
50.65
1052.28
32817
1400.78
2
1
2
110
116
115
31.93
274.28
25.33
9.57
3.34
28.67
2.65
.039
.000
.75
0.05
0.20
0.04
.62
1.00
.52
19

20. Questionnaire results
Group A Group B Group C
No. of the
participants
47 44 26
Confidence 2.86 (.40) 2.62 (.51) 2.91 (.38)
Strategy use 3.38 (.39) 3.12 (.65) 3.54 (.40)
Table 5
Descriptive statistics of the questionnaire results
20

21. Confidence level
Table 6
Results of the effects of preparation time on learners' listening confidence
Source SS d.f. MS F Sig. Effect size Observed power
Group
LP
Group x LP
Error
Total
Corrected
total
2.16
.57
.59
20.94
929.22
23.97
2
1
2
111
117
116
1.08
.57
.30
.19
5.73
3.01
1.57
.004
.086
.212
.09
.02
.02
.86
.41
.33
Q2: Do different lengths of preparation time make a difference to
learners’ confidence? If yes, which results in a higher level of
confidence?
21

22. Confidence level
Fig. 1 Learners’ confidence by group (preparation time) and LP.
22

23. Confidence level
Table 7 Vocabulary preparation on learners’ confidence (in percentages)
z
z
23

24. Strategy use
Table 8
Results of the effects of preparation time on learners' listening strategy use
Source SS d.f. MS F Sig. Effect size Observed power
Group
LP
Group x LP
Error
Total
Corrected
total
3.17
.77
.31
33.51
1325.97
37.61
2
1
2
111
117
116
1.59
.77
.16
.30
5.25
2.55
.52
.007
.113
.597
.08
.02
.01
.824
.353
.133
Q3: Do different lengths of preparation time make a difference to
learners’ strategy use
24

25. Strategy use
Fig. 2 Learners’ strategy use by group (preparation time) and LP.
25

26. Strategy useTable 9 Vocabulary preparation on strategy use (in percentages)
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27. 1. Providing pre-task support &
allowing sufficient time for
preparation
2. Studying vocabulary should include
learning it’s pronunciation
3. Encouraging cooperation learning
27

28. Providing pre-task support & allowing
sufficient time for preparation
Vocabulary preparation certainly impacts on learners’
confidence and strategy use
• Supporting visual & aural aids
• Enough time and familiar with pronunciation
28

29. Studying vocabulary should include
learning its pronunciation
Oral repetition strongly correlates with language
proficiency
(Gu & Johnson, 1996 )
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30. Encouraging cooperative learning
Cooperation can enhance learners’ motivation &
confidence
30

31. Relection
• How much parparation time will be
enough for students?
• Providing cooperative opportunities
for students
31

32. Thank you
Literature serves as a model and inspiration of
language awareness
32