Incidental and intentional vocabulary learning strategy instruction to promote vocabulary retention and self-directedness

Abstract

​​This action research project is focused on measuring the impact of the implementation of a Free Voluntary Reading program in a virtual environment on students’ active vocabulary use and immediate word retention, self-direction and reading habits in two Colombian universities based on incidental and intentional vocabulary learning strategy instruction. The first context incorporated14 students who were taking the second of seven compulsory general English subjects for graduation purposes. In the second institution, a group of 11 learners participated in the project; they were in the first of the 3 reading comprehension levels required for graduation. All the students from both universities were classified in the A1 level according to the Common European Framework of reference for language, and their ages ranged from 16-21. Before the implementation of this research project, most of the students at the two universities expressed a reluctant attitude towards reading due to their deficiency in vocabulary as well as the limited access to materials of their interest in the target language. The results revealed that the study was moderately successful at improving vocabulary retention, and significantly effective at promoting self-directedness and reading habits.