Beyond reading and proficiency assessment: The rational cloze procedure as stimulus for integrated reading, writing, and vocabulary instruction and teacher–student interaction in ESL

Extending its use beyond the traditional role in reading and general proficiency assessment, this study examined the effects of the rational cloze procedure (RCP) as a stimulus in integrated reading, writing, and vocabulary instruction and teacher–student interaction. Participants were 39 secondary school multi-grade, multi-L1 low intermediate ESL learners (n = 39). Participants watched the video “Mulan,” performed a story rewriting task, and completed six RCP passages with vocabulary focus. Paired peer discussion and teacher–fronted discussion followed completion of each passage. Gains for receptive and productive vocabulary were significant, with a sentence level C-test showing ability to extend meanings to other contexts. Progress analysis of learning found significant dominance of learning from unknown to productive for single words and unknown to receptive for lexical phrases. Individual differences in vocabulary learning were greatest in the C-test. Compared with Grade 8 native speakers (n = 28), significant differences were found for post-test receptive single words but not lexical phrases. Post-test survey showed participants’ preference for teacher–student discussion of vocabulary in RCP passages over other RCP activities. Besides improving teacher–student interaction, the RCP appears to promote vocabulary learning, with individual differences in learning especially evident in productive use and extension of meaning to other contexts. Pedagogical implications are discussed.