Vocabulary Change in Process Writing: Effect of Text Structure Instruction

Abstract The purpose of this study, conducted as a follow-up study Oshima (2020), was to examine whether Japanese EFL students’ use vocabulary changed after being given lessons on explicit instruction text structure and process writing. Two groups college students—the beginner-level group writing descriptive essay the advanced-level an argumentative essay—wrote outline, first draft (D1), second (D2), final (FD), I examined differences in lexical richness between D1 FD with New Word Level Checker (Mizumoto, 2021). results showed that both groups’ drafts had number words used (tokens), unique (types), lower frequency used. This study’s finding also supports importance choosing appropriate measurement analyze levels. For students, 1K-word bands, which have been widely previous literature, seem too broad capture their small improvement.