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...

This study investigated whether Lexical Inferencing (L1) and Morphological Instruction (MI) can significantly affect EFL learners’ reading comprehension, furthermore, it also examined their effects on the learners’ vocabulary retention over time. 60 homogeneous EFLlearnerswere randomly assigned to two experimental and a control groups. After the pre-test, participants of the first experimental ...