Text and reading task variables in incidental L2 vocabulary learning from reading: A methodological synthesis

Abstract

Although a number of studies have been conducted on incidental second language (L2) vocabulary learning from reading, there is little discussion on the importance of reading text and task variables in research design and learning outcomes. This methodological synthesis aims to systematically review and critically appraise the methodological choices related to text variables (text audience, quality, genre, topic and content, length, and amount) and reading task variables (reading task instruction, reading comprehension assessment, and time allocation for reading) in previous studies. A total of 33 primary studies were retrieved and reviewed. The results indicated that the current practice of the use of texts and reading tasks should be reconsidered, and that researchers should provide more information on these variables. The findings contribute to the methodological rigor of the research on incidental L2 vocabulary learning from reading.