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In order to compare Japanese EFL learners' lexical knowledge before and after undertaking extensive reading tasks, this study picked up eight words from the reading material and investigated how learners' perceived relationship between these words changed during the task. Data were collected from 58 Japanese EFL learners who were divided into three groups, each of which was given the same reading material but with different tasks (translation task, multiple-choice question task, and no taskdoi:10.3389/feduc.2020.621437 fatcat:qnj7fe7lebeu7kon4aiyzgr2la