Spacing effects on repeated L2 task performance

Bui, Gavin; Ahmadian, Mohammad Javad; Hunter, Ann–Marie

doi:10.1016/j.system.2018.12.006

Cited by 53 publications

(55 citation statements)

References 37 publications

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“…Last, authors of future research can simply examine the spacing effects of task repetition on transfer (e.g., AAA [massing] vs. A__A__A [spacing]). To the best of the author's knowledge, only one empirical study has been carried out to systematically investigate the effects of task‐based practice distribution for L2 fluency development (Bui, Ahmadian, & Hunter, 2019). That study's findings indicated that the amount of spacing between repeated tasks can influence some aspects of L2 fluency (i.e., speed and breakdown fluency).…”

Section: Limitations and Directions For Future Researchmentioning

confidence: 99%

Optimizing Fluency Training for Speaking Skills Transfer: Comparing the Effects of Blocked and Interleaved Task Repetition

Suzuki

2020

Language Learning

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In an exploration of the effects of task-repetition practice on fluency development, English-as-a-foreign language learners performed three oral narrative tasks involving six-frame cartoons for 3 consecutive days. They engaged in task-repetition practice under either a blocked (Day 1: A-A-A; Day 2: B-B-B; Day 3: C-C-C) or an interleaved (Day 1: A-B-C; Day 2: A-B-C; Day 3: A-B-C) task repetition schedule. The results yielded by a posttest involving new six-frame cartoons indicated that blocked practice resulted in greater fluency development (faster articulation rate and shorter mid-clause pause duration) than did interleaved practice. Moreover, the learners in the blocked-practice group tended to pause more frequently at clause boundaries. Blocked practice also led to significantly longer mean length of run and higher phonation/time ratio during training, although this advantage failed to transfer to meaningful pretestposttest changes. These dynamic fluency developmental patterns are discussed to elucidate the underlying proceduralization in L2 speech processes.

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Section: Limitations and Directions For Future Researchmentioning

confidence: 99%

Optimizing Fluency Training for Speaking Skills Transfer: Comparing the Effects of Blocked and Interleaved Task Repetition

Suzuki

2020

Language Learning

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“…Previous studies have reported that repetition improves oral performance by easing learners' memory recovery of their mental demonstrations that represent previous readings or utterances. In a recent article, Bui, Ahmadian and Hunter (2019) asserted that experience creates complex, eloquent or precise speech functionality. Learners apply cognitive functions to adopt, organise and verbalise information during TR.…”

Section: Introductionmentioning

confidence: 99%

Effects of Task Repetition on Saudi EFL Learners’ Reading Comprehension

Alshenqeeti¹,

Alrahaili²

2020

AWEJ

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Recent developments in English language teaching and learning have heightened the need for the use of tasks to foster second language (L2) learning. Central to task-based interaction is the repetition of the same task. Task repetition (TR) stimulates cognitive skills for speech learning and functionality. It has been emphasised in research and practice how task repetition boosts learner processing tools by fortifying form-meaning correlations, facilitating lexicon integration, and providing practical expertise. This study aims to examine the impact of TR on reading comprehension of EFL learners, focusing on individual reading performance and group differences in familiar and recycled tasks. A total of 50 students participated in the current study. The participants were divided into two sample groups (25 male and female respondents). A quantitative research method was utilised in the data analysis. Data management and analyses were performed using IBM SPSS 24.0 (2019). Results indicated that content familiarity and TR significantly impact participants' reading skill. In addition, this study provides insights into how teachers may utilise TR within L2 lessons to support learners' language production. The findings observed in this study mirror those of the previous studies which have reported TR as being an effective tool for enhancing reading comprehension. The study concludes by discussing pedagogical implications on the role of TR in L2 learning within EFL contexts.

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“…Therefore, researchers have argued that the spacing between repetitions is of high importance in improving vocabulary retention (Goossens, Camp, Verkoeijen, & Tabbers, 2016). The term spacing is the phenomenon of distributed learning conditions (Bui, Ahmadian, & Hunter, 2019;Rogers, 2017). Moreover, the latest studies have illustrated the importance of intervals during studying which are separated in time in particular vocabulary learning (Namaziandost et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

The Effect of Input Spacing on Efl Learners' Vocabulary Knowledge

Farvardin

Sararoodi

2020

LANGLIT

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The lag or the intersession interval (ISI) is the gap between two learning sessions. Lag effects are one of those effects that few studies have examined. Moreover, albeit a huge bulk of research on input spacing (i.e., phenomenon of distributed learning conditions) has been done in laboratory setting, few studies have directly examined this issue within real contexts. Therefore, the purpose of this study was to examine the impact of not only spaced-short but also spaced-long condition on the vocabulary knowledge of EFL learners. To achieve this goal, 37 intermediate level EFL learners were selected from four intact classes. The whole process took place in nine weeks; two testing sessions for pretest and a 28-day delayed posttest, two learning sessions and a final review session. Learning was done in two sessions. In this process, 20 target items were divided into 10 target words from each two lists. The first 10 words were studied during the first session, and reviewed during the review session. Eight days (intersession interval) ISI was specified for the spaced-long condition. Finally, a 1-day ISI was specified for the spaced-short condition. To do so, the second 10 words during the second session were studied, and then they were reviewed during the review session. The results of paired samples t-test revealed that spaced-long input was more effective than the space-short. Spaced-long condition could help learners for conceptual understanding to develop, reduce forgetting and provide opportunities for learners to learn more efficiently.

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Spacing effects on repeated L2 task performance

Abstract: This is a repository copy of Spacing effects on repeated L2 task performance.

Cited by 53 publications

References 37 publications

Optimizing Fluency Training for Speaking Skills Transfer: Comparing the Effects of Blocked and Interleaved Task Repetition

Optimizing Fluency Training for Speaking Skills Transfer: Comparing the Effects of Blocked and Interleaved Task Repetition

Effects of Task Repetition on Saudi EFL Learners’ Reading Comprehension

The Effect of Input Spacing on Efl Learners' Vocabulary Knowledge

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