• Mojtaba Maghsoudi

  Author

The main aim behind the present study was to explore the effect of text-generation on incidental vocabulary learning in EFL and ESL contexts. The total number of one hundred and thirty two male and female students participated in the study.  Homogeneity of the subjects was ascertained by a TOEFL test. A multiple-choice vocabulary test, developed based on the target vocabulary items in the twelve selected passages, was used as a pre-test and post-test. In the treatment period, students were presented with scrambled texts. Clearly, the target vocabulary items were underlined. The subjects were told to rearrange the sentences into the sequence that made the maximum sense to them (text-generation).While performing the task, students were supposed to guess the meanings of those vocabulary items. Data analysis manifested that those students who are in ESL context scored significantly higher than their peers in EFL context. Further, it has been revealed that text-generation had significantly impact either on EFL or EFL learners in incidental vocabulary learning.  

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