Incidental learning in EFL learners’ vocabulary accumulation: the lens of dual process theory

Abstract

Purpose – Drawing on dual process theory as the overarching framework, this study investigates how different types of incidental vocabulary learning yield different performance, repetition, and continuance intention outcomes and uncovers the underlying mechanism. Design/methodology/approach – We identify four popular types of incidental learning: traditional, a murder mystery game, noneducational live streaming, and VTuber. We propose that the underlying mechanism is the mediating role of perceived novelty as heuristic processing, and effort and performance expectancy as systematic processing. We conduct a between-subject experiment with four groups for the four types of incidental learning. From a total of 220 subjects, 55 valid responses were collected from each group. Analysis of variance and a partial least squares structural equation model are employed to examine the differences and mechanism. Findings – The results show that noneducational live streaming performs significantly best for all three outcomes. The mechanism test demonstrates that perceived novelty and performance expectancy play significantly positive mediating roles, whereas effort expectancy has a null mediating effect. Originality/value – The research provides both theoretical and practical implications.