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Although repeated reading – a pedagogical practice often involving phonological support in which learners revisit novel forms in context – has been extensively studied in terms of reading fluency and comprehension, little research has explored whether it promotes language acquisition. The current study, an attempt to fill this gap, found that without explicit instruction 80 Mandarin-speaking intermediate learners of Japanese as a foreign language were capable of recognizing nearly one novel foreign orthographic form in every three seeded in passages after one hour of repeated-reading-based practice. The study also shows that the efficacy of repeated reading was modulated by how the phonological practice was implemented (e.g. shadowing, time-lapse imitation, subvocalization) and whether the target vocabulary was encountered in the same or different contexts. Additionally, repeated reading was found to be more effective with target vocabulary that shares etymological roots with the learners’ L1. Pedagogical implications based on these findings are discussed in terms of how repeated-reading-based techniques should be best implemented for the most positive outcomes in terms of incidental foreign vocabulary acquisition.

Many studies have found that computer video games can offer a facilitative vocabulary learning environment. Among different types of computer games, adventure games have received much attention because of their rich input and immersive learning environment. However, some researchers have indicated that because of the characters’ fast-talking speed and many new vocabulary, more lexical supports should be provided in the games. This study thus developed an adventure game with two versions. One version was an adventure game and the other was the same game supported with vocabulary exercises. Two classes were randomly assigned to play two versions of the game and to take a pre-test, post-test, and delayed post-test. A survey was also conducted to investigate the participants’ perceptions. The results showed that both groups acquired new words, but the experimental group performed significantly better in both the immediate and delayed post-tests. These findings indicated that the adventure game alone can help participants acquire new words. However, the inclusion of word-focused exercises further helped learners retain more new words. Thus, it is suggested that game developers can incorporate word-focused exercises into video games. The additional exercise can allow learners to benefit from both implicit and explicit vocabulary learning.

The flipped classroom, an approach that extends learning beyond the classroom, has been extensively and empirically researched in the science and math disciplines. However, whether the flipped classroom is feasible in senior high school education-where variation in student performance is of particular concern-has yet to be examined. In this light, this study set out to verify the feasibility and effectiveness of the flipped classroom in high school education, and to compare its effects with conventional lecture-based instruction on high school students with different levels of foreign language (English) vocabulary knowledge. After six weekly sessions, it was found that both methods of instruction were effective in promoting vocabulary gains. However, the flipped classroom was better able to reduce variation among students in a multi-level class. Importantly, although both high and low achievers benefited from the flipped classroom instruction and were left with a positive attitude toward the additional workload it entailed, the effect of the flipped classroom seems to be more manifest in low achievers. Based on the above findings and the results of questionnaire data, the pedagogical implications are discussed.

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