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Abstract
This study aimed to investigate the effects of post-reading word-focused activities on the vocabulary development of Iranian EFL learners. Sixty female learners were homogenized using the Oxford Placement Test (OPT) and randomly assigned to three experimental groups, namely sentence writing, gap filling, and composition writing, and one control group, with 15 learners in each. A vocabulary pre-test was administered prior to the treatment. Over six sessions, participants read texts with glossed target words and answered comprehension questions. Each experimental group performed a specific vocabulary-focused activity. A post-test was conducted at the end of the treatment, followed by a delayed post-test two weeks later. The results indicated that composition writing, gap filling, and sentence writing activities each had significant effects on both short-term and long-term vocabulary learning. Additionally, the traditional method of vocabulary instruction also yielded significant results. Moreover, significant differences were found among the four instructional methods in terms of their impact on short-term vocabulary learning, with composition writing being the most effective. However, no significant differences were observed among the groups in terms of long-term vocabulary retention.