Lag effects in grammar learning: A desirable difficulties perspective

Serfaty, Jonathan; Serrano, Raquel

doi:10.1017/s0142716421000631

Cited by 12 publications

(26 citation statements)

References 56 publications

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“…ISI at the longer RI (Bahrick, 1979;Bird, 2010;Li & DeKeyser, 2019), whereas our results showed the lag effect to be consistent at the shorter and longer RIs for productive measures. Finally, a grammar-learning experiment using Quizlet with the same intervals and in the same setting (Serfaty & Serrano, 2022) found no global advantage to either condition. Instead, ISI-7 was only better when learners found the task to be less challenging due to their individual characteristics (proficiency, task-completion time).…”

Section: Discussionmentioning

confidence: 91%

“…Consequently, more practice is automatically allotted to more difficult items. Survey data has shown that digital flashcards are popular with students in educational contexts (Altiner, 2019;Stroud, 2014;Zung et al, 2022) and Quizlet in particular is widely used by both teachers and researchers (Franciosi et al, 2016;Korlu & Mede, 2018;Sanosi, 2018;Serfaty & Serrano, 2022;Stroud, 2014).…”

Section: Digital Flashcards For Vocabulary Learningmentioning

confidence: 99%

“…The only previous study in this area used full-sentence items as flashcards with the aim of learning grammatical accuracy in English (Serfaty & Serrano, 2022). In this case, the longer ISI-7 was only better for students with high English proficiency or fast completion times, adding desirable difficulty for learners whose abilities were well-suited to this task.…”

Section: The Lag Effect In Vocabulary Classroom Studiesmentioning

confidence: 99%

“…In order to disentangle the effect of this potentially confounding factor, it is imperative to explore how lag effects could vary between these two kinds of knowledge. Finally, although not a specific research question in this paper, our experiment used the same design as a grammar experiment (Serfaty & Serrano, 2022), in terms of the participants, setting, tool, ISI, RI, and number of items.…”

Section: The Present Studymentioning

confidence: 99%

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Lag Effects for Foreign Language Vocabulary Learning Through Quizlet

Serfaty¹,

Serrano²

2023

Preprint

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This is an earlier version of a study accepted for publication in Language Learning & Technology. The study was conducted in early 2021 and it was originally part of a thesis, defended in January 2023. Digital flashcard apps allow students to learn and practice foreign language vocabulary independently and efficiently, leaving more classroom time for communicative activities. However, words learned this way may be forgotten. Previous lab studies have shown that vocabulary retrieval practice can be optimized for long-term memory by employing longer intersession intervals, but this lag effect has not been shown in classroom conditions. The present study investigated the optimal gap between two Quizlet sessions for retaining new vocabulary. Secondary-school students (n = 96, mean age = 13.44) learned 16 novel words in an unknown language with either a 1-day or 1-week interval. Their productive and receptive knowledge was tested after 7 or 28 days. Results showed that longer spacing was beneficial for vocabulary retention, contrary to previous findings reported with school-aged learners using other types of training. The effect was small, but significantly larger on receptive tests, suggesting that the lag effect depends upon the kind of knowledge being tested.

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Section: Discussionmentioning

confidence: 91%

Section: Digital Flashcards For Vocabulary Learningmentioning

confidence: 99%

Section: The Lag Effect In Vocabulary Classroom Studiesmentioning

confidence: 99%

Section: The Present Studymentioning

confidence: 99%

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Lag Effects for Foreign Language Vocabulary Learning Through Quizlet

Serfaty¹,

Serrano²

2023

Preprint

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“…Early interest in spacing effects in SLA can be traced back to work by Lightbown (1998), as well as to well-known curricular-level investigations into the effectiveness of intensive language programs (e.g., Lightbown & Spada, 1994; see Serrano, 2012, for a review). Following Bird's (2010) study on spacing effects on L2 grammar learning, there has been a dramatic increase in the number of studies examining the effects of spacing on the learning of grammar (e.g., Kasprowicz et al, 2019;Rogers, 2015;Serfaty & Serrano, 2022;Y. Suzuki, 2017;Y.…”

Section: Spacing Effects In Second Language Acquisitionmentioning

confidence: 99%

Spacing Effects in Task Repetition Research

Rogers

2022

Language Learning

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This article provides a conceptual review of the principles of input spacing as they might relate specifically to oral task repetition research and presents some of the common methodological considerations from the broader input spacing literature. The specific considerations discussed include the interaction between intersession intervals and retention intervals, the manipulation of posttests as a between-participants variable, the number of task repetitions, absolute versus relative spacing, the criterion of learning, task type versus exact task repetition, and blocked versus interleaved practice. Each of these considerations is discussed with links, as appropriate, to the relevant empirical input spacing and task repetition literature. The purpose of this review is to highlight how, in many cases, these methodological considerations have been overlooked by task repetition researchers, including in studies where input spacing has and has not been a direct focus, and to suggest ways of addressing these methodological shortcomings in future research.

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The Effect of Equal Versus Expanding Spacing Practice on the Deliberate Learning of L2 Collocations

Sonbul,

Macis,

Gyllstad

2024

TESOL Quarterly

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Research comparing equal and expanding spacing schedules in relation to L2 single words is limited. Moreover, none of the existing studies has examined the learning of formulaic language. The current study aims to address this gap by investigating the impact of equal and expanding intervals on the long‐term retention of L2 collocations in deliberate learning contexts. Eighty‐three university learners of English (L1 Arabic) participated in the study. They were divided into three groups: equal spacing (7–7–7) condition; expanding spacing (1–5–15) condition; and a control condition (no exposure). The experimental groups completed four treatment sessions in which they were asked to deliberately learn 23 collocations. To assess collocation knowledge before and after the treatment, all groups took form recall and form recognition tests. Results show that both spacing conditions led to significantly higher gains than the control group in both tests. The difference between the two experimental groups was not significant for the recall measure but it was significant for the recognition measure (higher gains under “equal spacing”). Moreover, estimated language proficiency modulated the difference between the control and expanding conditions, with a sharper difference as proficiency increased. Important implications for language teaching and classroom instruction based on these findings are discussed.

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Lag effects in grammar learning: A desirable difficulties perspective

Cited by 12 publications

References 56 publications

Lag Effects for Foreign Language Vocabulary Learning Through Quizlet

Lag Effects for Foreign Language Vocabulary Learning Through Quizlet

Spacing Effects in Task Repetition Research

The Effect of Equal Versus Expanding Spacing Practice on the Deliberate Learning of L2 Collocations

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