Abstract

Intentional vocabulary learning through tasks with an explicit vocabulary focus is essential for L2 learning (e.g., Laufer, 2005; Nation, 2007, 2022; Schmitt & Schmitt, 2020). Yet, research suggests that in EFL classrooms in Sweden, there tends to be a reliance on incidental learning of vocabulary rather than intentional learning (D. Bergström, 2023). Studies (Eriksson, 2023; Warnby, 2023) also show that upper-secondary school students (aged 16–19) report lacking the vocabulary needed in order to easily read textbooks in English at university. There is a paucity of research on multilingual EFL students’ intentional vocabulary learning centred on tasks (Galante, 2020; Gutierrez, 2024). This thesis project therefore presents a word-focused task used in five multilingual upper-secondary school EFL classrooms. The task is a sheet with seven sections. Each section suggests a separate way to gain, consolidate, and/or demonstrate target word (TW) knowledge recommended by vocabulary experts (Nation, 2022; Schmitt & Schmitt, 2020). When using the task, students were invited to provide the following types of TW information: (1) TW synonym(s), (2) translation equivalent(s), (3) a TW illustration, (4) TW explanation(s), (5) example sentence(s) containing the TW, (6) a reference to moments when the TW has been heard or seen before, and (7) a word association. Students complete the task sections they find useful for learning the vocabulary using any language(s). The primary aim of this thesis project is to advance our current understanding of how multilingual students intentionally learn targeted English vocabulary in uppersecondary school classrooms. To this end, the present study sheds light on the resources that EFL students with different multilingual backgrounds and proficiency levels in English visibly use to complete the word-focused task and potentially learn the vocabulary. An auxiliary aim is to contribute to the teaching of English in upper-secondary school by constructing, using, and evaluating the word-focused task developed. As such, the word-focused task is used as
learning materials as well as a research tool.

This thesis project uses a range of different data: One quantitative study (Study 1), two multimethods studies (Studies 2 and 3) and one qualitative interview study (Study 4) were conducted. Studies 1–3 featured 97 unique EFL students. Study 4 turned the attention to their teachers’ perceptions of the word-focused task and beliefs about intentional vocabulary learning. The teachers served as teacher collaborators shaping the thesis project. The wordfocused task was used to explore the participating students’ visible use of linguistic resources (e.g., TW explanations in English or Swedish) and non-linguistic resources (TW illustrations). 

Results show that the visible use of linguistic resources varied depending on the participating students’ expected proficiency levels in, and perceived usefulness of, the languages visibly used to complete the task. Results of the studies that measured learning revealed that completing the word-focused task had a moderate but positive effect on their TW knowledge. As to the teacher collaborators’ perceptions of the word-focused task, it was perceived as useful, although they said that scaffolding and student motivation was deemed necessary to optimise the task work. The study of teachers’ beliefs revealed that intentional vocabulary learning was considered important in theory, but peripheral in practice. Future research could feature collaborating researchers, teachers, and special education experts for the purpose of optimising the word-focused task work for students with dyslexia.

The faculty's opponent is Professor Christina Lindqvist, University of Gothenburg.

The thesis is available at the University Library and via Lund University's research portal: http://portal.research.lu.se.