Enhancing Learners' Lexical Resources In IELTS Task 2 Writing: The Role Of Noticing Hypothesis, Model Essays, And Productive Vocabulary Knowledge

Abstract

The purpose of this study was to determine if the combination of the noticing hypothesis and model essays had a substantial impact on learners' lexical resource performance in IELTS Task 2 writing, as well as to investigate the predictive function of productive vocabulary knowledge in this process. Using a quasi-experimental design with the participation of 32 students, it was discovered that, despite not playing a significant role in boosting learners' vocabulary scores in academic essay writing compared to the conventional method, the noticing-model essays helped learners raise their LR score to as high as 0.69 in just two weeks. In addition, it was found that productive vocabulary knowledge did not significantly affect IELTS Task 2 writing LR scores. Therefore, teachers are encouraged to use this innovative technique in their lectures, with or without the combination of teacher and peer feedback. Another educational implication was that teachers should not rush to assess their students' performance but should wait until students have had sufficient exposure to model essays and adequate practice before timed examinations. This study also included several limitations and recommendations for future research.