Developing Vocabulary Acquisition Strategies in the Japanese Tertiary Classroom: An Action Research Study

Abstract

Following Barcroft’s (2004) outline of four basic components to effective vocabulary instruction: Frequency, context, output, and complexity, the author carried out an action research study that looked at the impact of significant changes to the development of L2 vocabulary in his Japanese university EFL class. Measures of short-term retention were obtained and were supportive of a more learner-centered, but teacher-guided, systematic approach.