References
- Bauer, L., & Nation, I. S. P. (1993). Word families. International Journal of Lexicography, 6(4), 253–279.
- Brown, D. (2021). Incidental vocabulary learning in a Japanese university L2-English language classroom over a semester. TESOL Journal, 12(4), e595. http://doi.org/10.1002/tesj.595
- Covington, M. A., & . McFall, J. D. (2010). Cutting the Gordian knot: The moving-average type–token ratio (MATTR). Journal of Quantitative Linguistics, 17(2), 94–100. http://doi.org/10.1080/09296171003643098
- Dang, T. N. Y., Lu, C., & Webb, S. (2022). Incidental learning of single words and collocations through viewing an academic lecture. Studies in Second Language Acquisition, 44(3), 708–736. https://doi.org/10.1017/S0272263121000474
- Feng, Y., & Webb, S. (2020). Learning vocabulary through reading, listening, and viewing: Which mode of input is most effective? Studies in Second Language Acquisition, 42(3), 499–523. https://doi.org/10.1017/S0272263119000494
- Hyland, K. (2003). Second language writing. Cambridge University Press.
- Kyle, K. (2019). Measuring lexical richness. In S. Webb (Ed.), Routledge handbook of vocabulary studies (pp. 454–476). https://doi.org/10.4324/9780429291586
- Laufer, B., & Hulstijn, J. (2001). Incidental vocabulary acquisition in a second language: the construct of task-induced involvement. Applied Linguistics, 22(1), 1–26. https://doi.org/10.1093/applin/22.1.1
- Laufer, B., & Nation, P. (1995). Vocabulary size and use: lexical richness in L2 written production. Applied Linguistics, 16(3), 307–322. https://doi.org/10.1093/applin/16.3.307
- Loerts, H., Loweie, W., & Seton, B. (2020). Essential statistics for applied linguistics (2nd ed.). Red Globe Press.
- McLean, S. (2018). Evidence for the adoption of the flemma as an appropriate word counting unit. Applied Linguistics, 39(6), 823–845. https://doi.org/10.1093/applin/amw050
- Ministry of Education, Culture, Sports, Science and Technology of Japan (MEXT). (2015). Seito no eigo-ryoku kojo suishin plan [Plan for improving students’ English ability]. https://www.mext.go.jp/a_menu/kokusai/gaikokugo/__icsFiles/afieldfile/2015/07/21/1358906_01_1.pdf
- Mizumoto, A. (2021). New Word Level Checker [Web application]. https://nwlc.pythonanywhere.com/
- Mizumoto, A., Pinchbeck, G. G., & McLean, S. (2021). Comparisons of word lists on new word level checker. Vocabulary Learning and Instruction, 10(2), 30–41. https://doi.org/10.7820/vli.v10.2.mizumoto
- Muncie, J. (2002). Process writing and vocabulary development: Comparing lexical frequency profiles across drafts. System, 30(2), 225–235. https://doi.org/10.1016/S0346-251X(02)00006-4
- Nishigaki, C., Chujo, K., MacGoldrick, S., & Hasegawa, S. (2007). A cross-sectional contrastive analysis of Japanese students’ English composition skills. The Journal of Asia TEFL, 4(1), 27-54. http://journal.asiatefl.org/main/main.php?inx_journals=11&inx_contents=306&main=1&sub=3&submode=3&PageMode=JournalView&s_title=A_Cross_Sectional_Contrastive_Analysis_of_Japanese_Students_English_Composition_Skills
- Oshima, S. (2020). Effects of explicit instruction on text structures in process writing. In P. Clements, A. Krause, & R. Gentry (Eds.), Teacher efficacy, learner agency (pp. 433-442). JALT. https://doi.org/10.37546/JALTPCP2019-50
- Pichette, F., de Serres, L., & Lafontaine, M. (2012). Sentence reading and writing for second language vocabulary acquisition. Applied Linguistics, 33(1), 66–82. https://doi.org/10.1093/applin/amr037
- Plonsky, L., & Oswald, F. L. (2014), How big is “big”? Interpreting effect sizes in L2 research. Language Learning, 64(4), 878-912. https://doi.org/10.1111/lang.12079
- Sasaki, M. (2000). Toward an empirical morel of EFL writing processes: An exploratory study. Journal of Second Language Writing, 9(3), 259-291. https://doi.org/10.1016/S1060-3743(00)00028-X
- Uchihara, T., Webb, S., & Yanagisawa, A. (2019). The effects of repetition on incidental vocabulary learning: A meta-analysis of correlational studies. Language Learning, 69(3), 559–599. https://doi.org/10.1111/lang.12343
- Wallace, M. J. (1998). Action research for language teachers. Cambridge University Press.
- Webb, S. (2019). Incidental vocabulary learning. In S. Webb (Ed.), Routledge handbook of vocabulary studies (pp. 225–239). https://doi.org/10.4324/9780429291586
- White, R., & Arndt, V. (1991). Process writing. Longman.
- Yanagisawa, A., & Webb, S. (2021). To what extent does the involvement load hypothesis predict incidental L2 vocabulary learning? A meta-analysis. Language Learning, 71(2), 487–536. https://doi.org/10.1111/lang.12444