Rigor and self-awareness in L2 instructed vocabulary research: A commentary on Isbell and colleagues (2024), Stoeckel and Ishii (2024), and Aizawa (2024)

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Published

2024-11-11
Issue: Volume 13 Issue 2 (2024): Winter
Section: Commentaries

Copyright (c) 2024 Joseph P. Vitta

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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

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Authors

  • Joseph P. Vitta Email ORCiD Waseda University, Japan
DOI: https://doi.org/10.29140/vli.v13n2.2150

Abstract

In this discussion paper, I examine three exceptional articles presented at the 2023 Symposium of the Japan Association for Language Teaching’s Vocabulary Special Interest Group. These papers are analyzed from the standpoint of providing positive examples for future vocabulary researchers to follow in order to promote rigor in their work. I also discuss how these reports demonstrate a clear self-awareness regarding the conclusions their inquiries can and cannot support. Taken together, these three reports are invaluable for promoting better vocabulary research.

Keywords: L2 methods reform, L2 vocabulary, Testing and measurement

Suggested Citation:

Vitta, J. P. (2024). Rigor and self-awareness in L2 instructed vocabulary research: A commentary on Isbell and colleagues (2024), Stoeckel and Ishii (2024), and Aizawa (2024). Vocabulary Learning and Instruction, 13(2), 2150. https://doi.org/10.29140/vli.v13n2.2150

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