Does the word‐writing strategy in vocabulary learning increase learning outcomes or mislead learners into overestimation?

Abstract Studies on the effectiveness of the word‐writing strategy in vocabulary learning have yielded mixed results. However, this strategy has been widespread among learners of English as a foreign language (EFL). This study examines whether the word‐writing strategy is effective and whether learners overestimate its effectiveness. Sixty‐eight Japanese EFL learners acquired new English words through either a writing or a nonwriting condition. Immediately following the learning phase in each condition, the Behavioral Engagement Scale, the State Engagement Scale, and the global judgments of learning (global JOLs) were administered. A multiple‐choice test for form and a productive test for meaning were administered at the end. The results showed no significant differences between the conditions in terms of learning outcomes. However, the writing condition outperformed the nonwriting condition on two engagement measures and the global JOL for form retention. These results suggest that the word‐writing strategy has no effect on learning outcomes, but increases the sense of engagement during learning and misleads students into overestimating learning outcomes. EFL teachers should educate their students about the limits of this technique and recommend more effective learning strategies.