The Effect of Writing Composition on Iranian Young EFL Learners’ L2 Vocabulary Learning

Abstract

Vocabulary is the essential part of language learning. The richness of vocabulary repertoire you have is really important in learning and using a language. The more words someone knows the more s/he would be able to comprehend what s/he hears and reads, and therefore would write in more effective manner. Accordingly, the present quasi-experimental study aimed at investigating the effect of writing composition on L2 vocabulary learning. Thus, the researcher selected 60 male students and separated them into two groups of experimental and control, 30 in each. The researcher carried out the language proficiency test that was the Cambridge Mover's Test (Listening, Speaking, Reading and Writing) for assessing the proficiency level of the contributors. In experimental group participants were asked to write compositions including new words, but in the control group the same vocabulary items were taught through traditional instruction. The outcomes of the study signified that writing compositions enhances vocabulary learning notably because when learners are asked to write through using new words, there is a contextualized way for word acquisition. Contextualized learning enhances the meaningfulness of the instruction