Enhancing L2 learning through a mobile assisted spaced-repetition tool: an effective but bitter pill?

Hanson, Aroline E. Seibert; Brown, Christina M.

doi:10.1080/09588221.2018.1552975

Cited by 59 publications

(31 citation statements)

References 53 publications

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“…Analyses found in the literature support that the restoration of information in the brain can be enhanced by having multiple learning gaps (Amiri, 2019;Seibert Hanson & Brown, 2020;Tabibian et al, 2019). When two or more learning sessions are separated (i.e.…”

Section: Spaced Vs Massed Learningmentioning

confidence: 93%

Spaced learning: A review on the use of spaced learning in language teaching and learning

Noor¹,

Yunus²,

Yusoff³

et al. 2021

JLLS

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Time has contributed to most of our daily activities. In the field of understanding how the human brain reacted to specific learning processes, the neuroscientist supports the impact of having multiple learning sessions with the retention of knowledge. Spaced Learning is a product makes out of human's lack of capacity in retaining information and attempts to reduce the forgetting rate. In exploring the condition of how the human mind works and the chances of forgetting, the demonstration of spaced and massed learning in retaining information is recognized in this paper. This paper is aimed to synthesize information on the foundation of Spaced Learning with a focus on language learning, especially to students in academic institutions in Malaysia. This paper used a qualitative design in analyzing documents from articles whereby these articles are synthesized and analyzed using Microsoft excel and the conclusion later on drawn from the analyses. Based on the reviews highlighted in this paper, the practicality of spaced learning is proven in enhancing memory retention in which can contribute to positive performance and can help maximize students' language performance particularly to those who engaged in specific fields of knowledge.

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Section: Spaced Vs Massed Learningmentioning

confidence: 93%

Spaced learning: A review on the use of spaced learning in language teaching and learning

Noor¹,

Yunus²,

Yusoff³

et al. 2021

JLLS

View full text Add to dashboard Cite

show abstract

“…(3) Quizzing Condition B: Participants read the list of characters once, and then they practiced recalling them using a flashcard program called Anki (http://ankisrs.net), which has been found to improve learning outcomes in SLA (Seibert Hanson and Brown, 2019). For each flashcard, participants evaluated their own performance by selecting one of three options: Incorrect, Hard, or Good.…”

Section: Methodsmentioning

confidence: 99%

Pre-post Changes in Implicit Theories of Second Language Acquisition After a Successful Learning Experience

Brown

Hanson

2019

Front. Educ.

Self Cite

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Students enrolled in language classes often report believing that natural talent is necessary to acquire a second language in adulthood, and this belief can reduce motivation and learning. The purpose of this research was to test if a positive experience promotes the belief that language learning is an ability that can be developed through persistence and effort (i.e., an incremental implicit theory, or growth mindset). We hypothesized that participants would endorse an incremental implicit theory more after using effective study strategies to successfully learn characters in another language. In this study, participants were taught how to read 20 Japanese characters, and their implicit theories of second language acquisition were measured at three time points: days before the learning experience, immediately after, and 2 weeks after the learning experience. Results showed that this brief episode of success in language learning increased an incremental implicit theory of second language acquisition, and this change persisted 2 weeks later.

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“…I especially liked Duolingo because it uses spaced repetition (Settles & Meeder, 2016), where content is shown less frequently if it is answered correctly and more frequently if it is answered incorrectly. This leads to better retention (Mondria & Mondria-De Vries, 1994;Pimsleur, 1967;Roediger & Butler, 2011;Schuetze, 2017;Seibert Hanson & Brown, 2020). With its colorful display and game-like play, such as leveling up, and getting coins to 'buy' things (Duolingo, 2020), I…”

Section: Is the Vocabulary In A Song Enough?mentioning

confidence: 99%

‘Things Will Look Up Because They Always Do’: The Continuation of My Autoethnography as a Self-Directed Learner of French

Werner

2020

SISAL

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This is the second part of an autoethnography about trying to enrich my vocabulary and improve my listening skills as a self-directed learner through French language songs. I followed the same Study Use Review Evaluate (SURE) learning cycle as my students in a self-access English class, and my work occurred at the same time as theirs, over a period of six weeks. Throughout the project and in the course of writing it up, I was making comparisons and identifying connections between my learning and that of my students. This installment covers the second and third weeks of the project, and part of the fourth. First, it discusses vocabulary, describes how I adjusted a strategy, ways I enlisted help from native French speakers, and a problem that arose with using new words (the second step of SURE). Next, it details how I reviewed grammar through Duolingo, a language learning app, and the unexpected benefits I derived from using this app. Finally, this paper examines fluctuations in motivation and affect, which many learners experience at some point, and this initially led to anxiety and self-doubts about my purpose in conducting this project. Stepping into the learner’s experience was valuable, however, in helping me to rediscover intrinsic motivation and regain my self-confidence as I headed into the final weeks of the project.

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Enhancing L2 learning through a mobile assisted spaced-repetition tool: an effective but bitter pill?

Cited by 59 publications

References 53 publications

Spaced learning: A review on the use of spaced learning in language teaching and learning

Spaced learning: A review on the use of spaced learning in language teaching and learning

Pre-post Changes in Implicit Theories of Second Language Acquisition After a Successful Learning Experience

‘Things Will Look Up Because They Always Do’: The Continuation of My Autoethnography as a Self-Directed Learner of French

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