Enhancing Vocabulary Retention in Low-Achieving EFL Students: Massed or Spaced?

Lee, I-Hua; Maechtle, Cheyenne; Hu, Chieh–Fang

doi:10.1007/s42321-020-00074-y

Cited by 3 publications

(3 citation statements)

References 39 publications

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“…All this body of past work confirmed that repeating learning materials using reasonable temporal intervals and interleaving techniques considerably assists learners' development of foreign language knowledge and skills (Lee et al, 2021;Seibert Hanson & Brown, 2020;Suzuki & Hanzawa, 2021). For instance, vocabulary learning using flashcard-based spaced repetition programs in the paired associate format was reported to increase retention of vocabulary knowledge relative to massed repetition (Nakata, 2015;Nakata & Suzuki, 2019;Zhu et al, 2012).…”

Section: Spaced Repetition In Efl Learningmentioning

confidence: 77%

Reducing Forgetting Rate in EFL Students Using a Spaced Repetition-Powered Digital Game-Based Learning Application

Rahman¹,

Amalia²,

Lutfi³

2021

Preprint

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Spaced repetition has been widely investigated as an effective technique to enhance human learning. However, a limitation of previous research is that most previous studies on spaced repetition in the English as a foreign language (EFL) learning contexts were dominated by in-class implementation and relied on small-scale controlled experiments. To fill this gap in the literature, in the present study, we conducted a large-scale natural experiment on spaced repetition using data from a digital game-based learning (DGBL) application, Dawn of Civilization. Specifically, we examined learners’ natural learning repetition patterns in the game app and their effects on the forgetting rate of the learned words. The data were analyzed based on the identified repetition patterns, and differences in the forgetting rate of these patterns were analyzed. The results revealed that learners who closely followed the recommended spaced repetition schedule of the game had significantly lower forgetting rates, indicating better knowledge retention.

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Section: Spaced Repetition In Efl Learningmentioning

confidence: 77%

Reducing Forgetting Rate in EFL Students Using a Spaced Repetition-Powered Digital Game-Based Learning Application

Rahman¹,

Amalia²,

Lutfi³

2021

Preprint

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“…Recently in the Chinese context, Lee et al (2021) gauged how spaced, and massed instruction impacts 19 low-achievers vocabulary retention. Adopting a 2×3 within-participant replication design, the researchers planned to administer three tests, which included four sets of words, to both massed and spaced classes.…”

Section: Spaced and Massed L2 Vocabulary Learning Practicementioning

confidence: 99%

A Spacing Contribution on the Retention of L2 Word Forms and Meanings

Alkhudiry¹

2023

WJEL

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This study examined the contribution of spacing on facilitating learning and retention of L2 word forms and meanings. 38 Saudi Arabian learners of English studied 30 English words (beyond their current language proficiency) using a spaced and massed displays. The former refers to the frequent distribution of repetition across multiple learning sessions, whereas the latter deals with the repetition of words into one single learning session. The 15 lexemes, hence, under the massed condition were classified into three categories of five words, each set was studied three times in one of the three sessions, whereas the other set of words were studied under the spaced condition in which all 15 words were learned once in each of the three sessions. One offline test was conducted to measure the meaning of word knowledge, and one online lexical decision task measured respondents’ accuracy and speed in recognizing the form of target words. These two tests were administrated in immediate post-test (IPT) and delayed post-test (DPT), conducted two weeks later. The results show that the meaning and form of spaced L2 words are learned and retained better than those of massed L2 words. The reaction time (RT) results also show that L2 learners who are under the spaced condition are faster in recognizing L2 target word forms than those who are under the massed condition. These findings can have meaningful theoretical and pedagogical implications for developing L2 vocabulary learning and retention.

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“…Retrieval practice and spacing effects in SLA Effects of spaced practice have received some attention in the field of SLA (Bird, 2010;Bloom & Shuell, 1981;Kasprowicz, Marsden, & Sephton, 2019;Lee, Maechtle, & Hu, 2021;Miles, 2014;Miles & Kwon, 2008;Nakata, 2015;Nakata & Webb, 2016;Rogers, 2015;Rogers & Cheung, 2020a, 2020bSchuetze, 2015;Serrano & Huang, 2018Suzuki, 2017;Suzuki & DeKeyser, 2017;Suzuki & Sunada, 2020). While many of these studies have found benefits of spacing L2 study, others have found no effect or even a detrimental effect of spacing repetitions more widely (Collins et al, 1999;Elgort & Warren, 2014;Nakata, 2015;Rogers & Cheung, 2020a, 2020bSerrano, 2011;Serrano & Huang, 2021;Serrano & Muñoz, 2007;Suzuki & DeKeyser, 2017;White & Turner, 2005) or that the finding of such an effect may depend on the learning outcome measure used (Nakata & Elgort, 2021).…”

Section: Retrieval Practicementioning

confidence: 99%

Testing the reminding account of the lag effect in L2 vocabulary learning

Koval

2021

Applied Psycholinguistics

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Research has produced mixed findings regarding the effects of spacing L2 study. In order to know how this potentially very powerful learning tool can be useful, it is important to understand the cognitive mechanisms that drive the effects in L2 learning and how the operation of these mechanisms may be affected by variables relevant for SLA contexts. In this study, I examine the contribution of the dual mechanism of successful effortful retrieval during study to the lag effect in foreign vocabulary learning from L2-L1 retrieval practice. I additionally investigate the effects of feedback study time on the operation of the two cognitive mechanisms under investigation. Native speakers of English studied Finnish vocabulary during L2-L1 retrieval practice in paired-associate learning while their response latencies and accuracy were recorded. Results suggest that: (a) successful effortful retrieval underlies benefits of spacing L2-L1 retrieval practice: even with immediate feedback study, the benefits of effort are conditional on retrieval success; (b) successful retrieval is more beneficial than unsuccessful retrieval, contrary to proposals where this was not directly tested; and (c) imposing longer study time externally has little benefit, unlike what has been previously found with learner-regulated longer study time. Implications for L2 learning and teaching are discussed.

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Enhancing Vocabulary Retention in Low-Achieving EFL Students: Massed or Spaced?

Cited by 3 publications

References 39 publications

Reducing Forgetting Rate in EFL Students Using a Spaced Repetition-Powered Digital Game-Based Learning Application

Reducing Forgetting Rate in EFL Students Using a Spaced Repetition-Powered Digital Game-Based Learning Application

A Spacing Contribution on the Retention of L2 Word Forms and Meanings

Testing the reminding account of the lag effect in L2 vocabulary learning

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