The effects of receptive and productive testing on L2 active vocabulary knowledge

Alderson, C. (2000). Assessing reading. Cambridge University Press.

Amini, M., & Ibrahim-González, N. (2012). The Washback Effect of Cloze and Multiple-Choice Tests on Vocabulary Acquisition. Language in India, 12(7), 1-23.

Bachman, L. F., & Palmer, A. S. (2010). Language testing in practice. Oxford University Press.

Chae, E. Y., & Shin, J. A. (2015). A study of a timed cloze test for evaluating L2 proficiency. English Teaching, 70(3), 117-135.

Chai, Z. F., Swanto, S., & Din, W. A. (2020). Variants of Cloze-Test Based Tasks and Vocabulary Achievement. Universal Journal of Educational Research, 8(7), 2980-2989.

Chiu, T. W., & Camilli, G. (2013). Comment on 3PL IRT adjustment for guessing. Applied Psychological Measurement, 37(1), 76–86.

Coxhead, A. (2018). Vocabulary assessment. In J. I. Liontas (Ed.), The TESOL encyclopedia of English language teaching (pp. 1-6). John Wiley & Sons, Inc.

Daller, M., Müller, A., & Wang-Taylor, Y. (2021). The C-test as predictor of the academic success of international students. International Journal of Bilingual Education and Bilingualism, 24(10), 1502-1511.

Durongbhandhu, N., & Suwanasilp, D. (2023). Computer-assisted English lessons for logistics with task-based language teaching for enhancing receptive and productive vocabulary knowledge of EFL Thai learners. Language Education and Acquisition Research Network, 16(1), 47-74.

Enaya t, M. J., & Derakhshan, A. (2021). Vocabulary size and depth as predictors of sec-ond language speaking ability. System, 99, 102521. https://doi.org/10.1016/ J.SYSTEM.2021.102521.

Evans, S., & Morrison, B. (2011). Meeting the challenges of English-medium higher education: The first-year experience in Hong Kong. English for Specific Purposes, 30(3), 198-208.

Garnier, M., & Schmitt, N. (2016). Picking up polysemous phrasal verbs: How many do learners know and what facilitates this knowledge? System, 59, 29-44.

Gogolin, I., Schnoor, B., & Usanova, I. (2021). Crossing the bridge to literacy in foreign languages: C-test as a measure of language development. Multilingua, 40(6), 771-790.

Faraj, A. K. A. (2015). Effective strategies for turning receptive vocabulary into productive vocabulary in EFL context. Journal of Education and Practice, 6(27), 10-19.

Fitzpatrick, T., & Clenton, J. (2017). Making sense of learner performance on tests of productive vocabulary knowledge. TESOL Quarterly, 51(4),844-867.

Ha, H. T. (2021). Exploring the relationships between various dimensions of receptive vocabulary knowledge and L2 listening and reading comprehension. Language Testing in Asia, 11(1), 1-20.

Harmer, J. (2001). The practice of English language teaching. New York.

Hartono, D. A., & Prima, S. A. B. (2021). The correlation between Indonesian university students’ receptive vocabulary knowledge and their reading comprehension level. Indonesian Journal of Applied Linguistics, 11(1), 21-29.

Henriksen, B. (1999). Three dimensions of vocabulary development. Studies in Second Language Acquisition, 21(2), 303-317.

Hulstijn, J. H. (2001) Intentional and incidental second language vocabulary learning: A reappraisal of elaboration, rehearsal and automaticity. In Robinson, P. (ed.), Cognition and second language instruction. Cambridge University Press.

Hulstijn, J. H. (2013). Incidental learning in second language acquisition. In: C. A. Chapelle (Ed.). The encyclopedia of applied linguistics. WileyBlackwell. Online DOI: 10.1002/9781405198431.wbeal0530.

Janebi Enayat, M., & Haghighatpasand, M. (2019). Exploiting adventure video games for second language vocabulary recall: A mixed-methods study. Innovation in Language Learning and Teaching, 13(1), 61-75.

Karafkan, M. A., Ansarin, A. A., & Hadidi, Y. (2022). Depth and breadth of vocabulary knowledge as predictors of narrative, descriptive and argumentative writing. Journal of Modern Research in English Language Studies, 9(2), 27-50.

Karimi, N. (2011). C-test and vocabulary knowledge. Language Testing in Asia, 1(4), 1-32.

Kılıçkaya, F. (2019). Assessing L2 vocabulary through multiple-choice, matching, gap-fill, and word formation items. Lublin Studies in
Modern Languages and Literature, 43(3), 155-166.

Kremmel, B., & Schmitt, N. (2016). Interpreting vocabulary test scores: What do various item formats tell us about learners’ ability to employ words?. Language Assessment Quarterly, 13(4), 377-392.

Laufer, B., & Nation, P. (1999). A vocabulary-size test of controlled productive ability. Language Testing, 16(1), 33-51.

Li, Y., & Hafner, C. A. (2022). Mobile-assisted vocabulary learning: Investigating receptive and productive vocabulary knowledge of
Chinese EFL learners. ReCALL, 34(1), 66-80.

Li, X., & Cutting, J. (2011). Rote learning in Chinese culture: Reflecting active confucian-based memory strategies. In Researching Chinese learners (pp. 21-42). Palgrave Macmillan, London.

López Otero, J. C., & Jimenez, A. (2022). Productive vocabulary knowledge predicts acquisition of Spanish DOM in Brazilian Portuguese-speaking learners. Languages, 7(4), 273-289.

Luo, S., & Zhang, X. (2011). Multiple-choice item and its backwash effect on language teaching in China. Theory and Practice in Language Studies, 1(4), 423-425.

Masrai, A. (2022). The relationship between two measures of L2 phonological vocabulary knowledge and L2 listening comprehension. TESOL Journal, 13(1), 2-12.

Maskor, Z. M., & Baharudin, H. (2016). Receptive vocabulary knowledge or productive vocabulary knowledge in writing skill, which one
important. International Journal of Academic Research in Business and Social Sciences, 6(11), 261-271.

McLean, S., Stewart, J., & Batty, A. O. (2020). Predicting L2 reading proficiency with modalities of vocabulary knowledge: A bootstrapping approach. Language Testing, 37(3), 389-411.

Milton, J. (2013). L2 vocabulary acquisition, knowledge and use. EUROSLA Monographs Series 2, 57-78.

Milton, J., & Fitzpatrick, T. (2014). Dimensions of vocabulary knowledge. Palgrave Macmillan.

Nation, I.S.P. (2001). Learning vocabulary in another language. Cambridge University Press.

Nation, P. (2009). Reading faster. International Journal of English Studies, 9(2), 131-144.

Nation, I. S. P. (2013). Learning vocabulary in another language. Cambridge University Press.

Nation, I. S. P., & Beglar, D. (2007). A vocabulary size test. The Language Teacher, 31(7), 9–13.

Ozturk, M. (2015). Vocabulary growth of the advanced EFL learner. The Language Learning Journal, 43(1), 94-109.

Pignot-Shahov, V. (2012). Measuring L2 receptive and productive vocabulary knowledge. Language Studies Working Papers, 4(1), 37-45.

Polat, M. (2020). Analysis of multiple-choice versus open-ended questions in language tests according to different cognitive domain levels. NovitasROYAL (Research on Youth and Language), 14(2), 76-96.

Rahmani, N., & Maleki, A. (2023). Comparative effects of Semantic vs Structural Elaboration on Iranian EFL Learners’ Vocabulary Learning Process. Journal of Modern Research in English Language Studies 10(2), 45-67.

Read, J. (2000). Assessing vocabulary. Cambridge University Press.

Read, J. (2012). Assessing vocabulary. In C. Coombe, P. Davidson, B. O'Sullivan, & S. Stoynoff (Eds.), The Cambridge guide to second language assessment (pp. 257-264). Cambridge University Press.

Read, J., & Chapelle, C. A. (2001). A framework for second language vocabulary assessment. Language Testing, 18(1), 1-32.

San Mateo-Valdehíta, A., & de Diego, C. C. (2021). Receptive and productive vocabulary acquisition: effectiveness of three types of tasks. Results from French students of Spanish as second language. Onomázein, 5(1), 37-56.

Scarcella, R., & Zimmerman, C. (1998). Academic words and gender: ESL student performance on a test of academic lexicon. Studies in Second Language Acquisition, 20, 27–49.

Schmitt, N. (2010). Key issues in teaching and learning vocabulary. In Insights into non-native vocabulary teaching and learning (pp. 28-40). Multilingual Matters.

Schmitt, N. (2014). Size and depth of vocabulary knowledge: What the research shows. Language Learning, 64(4), 913-951.

Schmitt, N., Schmitt, D., & Clapham, C. (2001). Developing and exploring the behaviour of two new versions of the Vocabulary Levels Test. Language Testing, 18(1), 55-88.

Stewart, J. (2014). Do multiple-choice options inflate estimates of vocabulary size on the VST?. Language Assessment Quarterly, 11(3), 271-282.

Stewart, J., Stoeckel, T., McLean, S., Nation, P., & Pinchbeck, G. G. (2021). What the research shows about written receptive vocabulary testing: A reply to Webb. Studies in Second Language Acquisition, 43(2), 462-471.

Stoeckel, T., McLean, S., & Nation, P. (2021). Limitations of size and levels tests of written receptive vocabulary knowledge. Studies in Second Language Acquisition, 43(1), 181-203.

Stopar, A. (2014). Testing and assessing English word-formation. Romanian Journal of English Studies, 11(1), 1-8.

Tayebi, G., & Marefat, S. (2019). The impact of rote learning on vocabulary learning: The case of Iranian EFL learners with visual and auditory learning styles. Journal of Studies in Learning and Teaching English, 8(1), 129-145.

Teng, F. (2019). The effects of context and word exposure frequency on incidental vocabulary acquisition and retention through reading. The Language Learning Journal, 47(2), 145-158.

Teng, M., & Xu, J. (2022). Pushing vocabulary knowledge from receptive to productive mastery: Effects of task type and repetition frequency. Language Teaching Research, 0(0). https://doi.org/10.1177/13621688221077028.

Torabian, A. H., Maros, M., & Subakir, M. Y. M. (2014). Lexical collocational knowledge of Iranian undergraduate learners: implications for receptive & productive performance. Procedia-Social and Behavioral Sciences, 158, 343-350.

Uchihara, T., Saito, K., & Clenton, J. (2020). Re-examining the relationship between productive vocabulary and second language oral ability. In Vocabulary and the Four Skills (pp. 146-165). Routledge.

Vasiljevic, Z. (2014). Teaching collocations in a second language: Why, what and how?. Elta Journal, 2(2), 48-73.

Wang-Taylor, Y., & Milton, J. (2019). Predicting international students’ academic success with vocabulary and intercultural communicative competence. Journal of Applied Linguistics, 32, 83-101.

Webb, S. (2005). Receptive and productive vocabulary learning: The effects of reading and writing on word knowledge. Studies in Second Language Acquisition, 27(1), 33-52.

Webb, S. (2007). Learning word pairs and glossed sentences: The effects of a single context on vocabulary knowledge. Language Teaching Research, 11(1), 63-81.

Webb, S. (2021). A different perspective on the limitations of size and levels tests of written receptive vocabulary knowledge. Studies in Second Language Acquisition, 43(2), 454-461.

Webb, S., & Chang, A. C. (2012). Vocabulary learning through assisted and unassisted repeated reading. Canadian Modern Language Review, 68(3), 267-290.

Wilkins, D. A. (1972). Linguistics in language teaching. Edward Arnold.

Zhong, H. (2011). Learning a word: From receptive to productive vocabulary use. In The Asian conference on language learning: Official conference proceedings, 116-126.

Zhong, H. F. (2018). The relationship between receptive and productive vocabulary knowledge: A perspective from vocabulary use in sentence writing. The Language Learning Journal, 46(4), 357-370.

Zhong, H., & Hirsh, D. (2009). Vocabulary growth in an English as a foreign language context. University of Sydney Papers in TESOL, 4(4), 85-113.