Yang, J., Hyeong, Y., Kim, S., & Munkhochir, G. (2014,September). Receptive and productive vocabulary teaching through online with different levels and conditions for elementary school students. Paper presented at the meeting of KAMALL Annual Conference 2014, Seoul, Korea. [Abstract] This study aims to identify the differences between the retention test types (receptive and productive) and the mean differences between the immediate and delayed retention tests by learning conditions (receptive and productive learning) through online; furthermore, to compare the results of the immediate and delayed retention tests based on the learning conditions among the three proficiency level groups (beginner, intermediate, and advanced). It will examine the followings: 1) which learning condition is more effective for the both retention test types among the three level groups, and 2) the differences between the immediate and delayed tests for the two learning conditions based on the retention test types. Research Questions: 1. Is there any difference between test types (receptive and productive retention tests) and learning conditions (receptive and productive learning) through online? 2. Is there any mean difference between the immediate and delayed retention tests by learning conditions? 3. Is there any difference among the three proficiency level groups (beginner, intermediate, and advanced) to each learning condition (receptive and productive learning) based on the test types (immediate and delayed receptive retention test and productive retention test)? Research Methods: The study was conducted among 35 elementary school students in the sixth grade. They were provided the task on studying new vocabulary through using the school website that consists of receptive and productive words. Then they were supposed to take the immediate and delayed tests. For the immediate test, they studied for ten minutes then were tested on the words productively and receptively. For the delayed test, they were given the receptive and productive tests after two weeks without being noticed the test. Findings: First, productive learning condition has a positive significant influence on the both test types (receptive and productive). Second, the students showed better performance on the immediate receptive and productive retention tests when they were tested on the productive words. However, they received a little higher score in the delayed test due to the possibility of reviewing on the websites. Third, the three proficiency level students showed better improvements on the immediate receptive and productive retention tests in the productive learning condition.

1. (Pai Chai University, TESOL Department)

2. 1. Objectives
2. Literature Review
3. Methodology
3.1. Participants
3.2. Research Questions
3.3. Instruments
3.3.1. Placement Test
3.3.2. Immediate Retention Test
3.3.3. Delayed Retention Test
3.4. Data Analysis
4. Results & Discussion
5. Findings
6. Pedagogical Implications and Limitations

3.  To identify the differences between the retention test
types (receptive and productive) and the mean
differences between the immediate and delayed
retention tests by learning conditions (receptive and
productive learning) through online
 To compare the results of the immediate and delayed
retention tests based on the learning conditions among
the three proficiency level groups (beginning,
intermediate, and advanced)
 To examine which learning condition is more effective for
the both retention test types among the three level
groups

4.  The effectiveness of vocabulary teaching using word
lists (Carter & McCarthy, 1988, Van Benthuysen,
2003)
 The efficacy of vocabulary learning using a word list
in L2 among 50 Korean elementary school students
(Jeon & Shin, 2011)
*No groupings the differences between
levels groups
*Each level’s outcome learning conditions
and test types the retention

5. Van Benthuysen (2003): To evaluate Japanese
college learners’ vocabulary levels; in particular, the
learners’ decontextualized vocabulary knowledge at
differing levels of word frequency: 2000, 3000, 5000
words, and the University Word Lists (UWL)
*Results: The importance of word lists on students’
motivation to learn and their effectiveness

6.  Teaching vocabulary receptively or productively
using word lists?
Several Studies: The expansion of receptive knowledge
>productive knowledge
Melka (1997), Nation (2001), & Waring(1997): The
importance of the development of appropriate tools
to measure learners’ receptive and productive
knowledge
to comprehension

7. 3.1. Participants
 35 elementary school students in the sixth
grade in Korea
3 Proficiency Level groups (beginning,
intermediate, and advanced) by the placement
test of Daejeon Education Center
 Vocabulary learning (the school website)

8. 3.2. Research Questions
i. Is there any difference between test types (receptive & productive
retention tests) and learning conditions (receptive & productive
learning) through online?
ii. Is there any mean difference between the immediate and delayed
retention tests by learning conditions?
iii. Is there any difference among the three proficiency level groups
(beginner, intermediate, and advanced) to each learning condition
(receptive and productive learning) based on the test types
( immediate and delayed receptive retention test and productive
retention test)?

9. 3.3. Instruments
3.3.1. Placement Test
 Mid-term (May) & final-term (July) exam by
Daejeon Education Center

10. 3.3 Instruments
3.3.2 (Immediate Retention Test)
Receptive and productive retention tests
(receptive and productive words): 10 min
3.3.3 (Delayed Retention Test)
Receptive and productive retention tests
(receptive and productive words): After 2 weeks
without being noticed the test

11. 3.4.Data Analysis
Descriptive Statistics: Immediate receptive and
productive retention test and delayed receptive and
productive retention test results among three proficiency
level groups
Mean score
Standard deviation (SD)
Maximum score (MAX)
Minimum score (MIN)

12. <Table 1> Descriptive Statistics: Immediate Receptive Retention
Test
(Advanced Level)
Variable(s): F1 (Receptive words), F2 (Productive words)
N=11
Variable Mean S.D. MIN MAX
F1 10.00 0.00 10.00 10.00
F2 9.81 0.40 9.00 10.00

13. <Table 2> Descriptive Statistics: Immediate Productive Retention
Test
(Advanced Level)
Variable(s): F1 (Receptive words), F2 (Productive words)
N=11
Variable Mean S.D. MIN MAX
F1 9.81 0.40 9.00 10.00
F2 9.9 0.30 9.00 10.00

14. <Table 3> Descriptive Statistics: Immediate Receptive Retention
Test
(Intermediate Level)
Variable(s): F1 (Receptive words), F2 (Productive words)
N=13
Variable Mean S.D. MIN MAX
F1 9.53 0.77 8.00 10.00
F2 9.69 0.48 9.00 10.00

15. <Table 4> Descriptive Statistics: Immediate Productive Retention
Test
(Intermediate Level)
Variable(s): F1 (Receptive words), F2 (Productive words)
N=13
Variable Mean S.D. MIN MAX
F1 8.23 2.00 4.00 10.00
F2 9.38 0.96 7.00 10.00

16. <Table 5> Descriptive Statistics: Immediate Receptive Retention
Test
(Beginning Level)
Variable(s): F1 (Receptive words), F2 (Productive words)
N=11
Variable Mean S.D. MIN MAX
F1 7.81 2.63 3.00 10.00
F2 8.63 2.41 3.00 10.00

17. <Table 6> Descriptive Statistics: Immediate Productive Retention
Test
(Beginning Level)
Variable(s): F1 (Receptive words), F2 (Productive words)
N=11
Variable Mean S.D. MIN MAX
F1 6.27 2.45 2.00 10.00
F2 6.90 1.92 4.00 10.00

18. <Table 7> Descriptive Statistics: Delayed Receptive Retention
Test
(Advanced Level)
Variable(s): F1 (Receptive words), F2 (Productive words)
N=11
Variable Mean S.D. MIN MAX
F1 9.81 0.40 9.00 10.00
F2 9.90 0.30 9.00 10.00

19. <Table 8> Descriptive Statistics: Delayed Productive Retention
Test
(Advanced Level)
Variable(s): F1 (Receptive words), F2 (Productive words)
N=11
Variable Mean S.D. MIN MAX
F1 9.90 0.30 9.00 10.00
F2 10.00 0.00 10.00 10.00

20. <Table 9> Descriptive Statistics: Delayed Receptive Retention
Test
(Intermediate Level)
Variable(s): F1 (Receptive words), F2 (Productive words)
N=13
Variable Mean S.D. MIN MAX
F1 8.84 1.28 7.00 10.00
F2 9.46 0.66 8.00 10.00

21. <Table 10> Descriptive Statistics: Delayed Productive Retention
Test
(Intermediate Level)
Variable(s): F1 (Receptive words), F2 (Productive words)
N=13
Variable Mean S.D. MIN MAX
F1 9.15 0.80 8.00 10.00
F2 9.30 0.94 7.00 10.00

22. <Table 11> Descriptive Statistics: Delayed Receptive Retention Test
(Beginning Level)
Variable(s): F1 (Receptive words), F2 (Productive words)
N=11
Variable Mean S.D. MIN MAX
F1 6.90 3.26 1.00 10.00
F2 7.63 1.91 5.00 10.00

23. <Table 12> Descriptive Statistics: Delayed Productive Retention
Test
(Beginning Level)
Variable(s): F1 (Receptive words), F2 (Productive words)
N=11
Variable Mean S.D. MIN MAX
F1 6.54 2.38 3.00 10.00
F2 7.00 1.89 3.00 9.00

24. <Table 13> Productive Mean Scores
F1-Receptive words; F2- Productive words
Proficiency
Levels
Immediate Delayed
Beginner
F1 6.27 F1 6.54
F2 6.90 F2 7.00
Intermediate
F1 8.23 F1 9.15
F2 9.38 F2 9.30
Advanced
F1 9.81 F1 9.90
F2 9.90 F2 10.00

25. <Table 14> Receptive Mean Scores
F1-Receptive words; F2-Productive words
Proficiency Levels
Immediate Retention
Tests
Delayed Retention
Tests
Beginner
F1 7.81 F1 6.90
F2 8.63 F2 7.63
Intermediate
F1 9.53 F1 8.84
F2 9.69 F2 9.46
Advanced
F1 10.00 F1 9.81
F2 9.81 F2 9.90

26.  Productive learning condition > receptive
learning condition (receptive & productive
retention tests)
 Immediate receptive and productive retention
tests > delayed receptive & productive retention
tests
 3 level groups: Immediate receptive and
productive tests (productive learning condition)

27. Implications:
Productive learning condition + immediate
receptive & productive retention tests
Limitations:
Only to the 6th grade
 Less number of students