2011
DOI: 10.1111/j.1467-9922.2010.00591.x
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The Time Factor in EFL Classroom Practice

Abstract: This article analyzes whether the distribution of the hours of classroom practice has any effect on students' foreign language gains by comparing two types of EFL (English as a foreign language) programs: one in which the hours of instruction are distributed in long sessions over a short period (intensive course) and another in which the students attend short sessions over a long period of time (regular course). Data from 152 participants at two proficiency levels were gathered. Learners' grammar and vocabular… Show more

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Cited by 49 publications
(78 citation statements)
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“…These results are in line with other studies: Serrano (2011a) found that intermediate learners in intensive programmes made significantly more gains than advanced learners in listening skills, grammar, reading comprehension and written lexical richness (in fact, a higher incidence of FSs could be a side effect of growing lexical resources). Regarding beginners, in the present study certain differences were found between the two programme types, but they were significant only with respect to the number of FSs (tokens).…”
Section: Discussionsupporting
confidence: 94%
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“…These results are in line with other studies: Serrano (2011a) found that intermediate learners in intensive programmes made significantly more gains than advanced learners in listening skills, grammar, reading comprehension and written lexical richness (in fact, a higher incidence of FSs could be a side effect of growing lexical resources). Regarding beginners, in the present study certain differences were found between the two programme types, but they were significant only with respect to the number of FSs (tokens).…”
Section: Discussionsupporting
confidence: 94%
“…3. Data from this study come from the corpus of learners analysed in previous studies for other aspects of L2 performance (Serrano, 2007;2011a, 2011b. 4.…”
Section: Notesmentioning
confidence: 99%
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“…The results from other SLA studies that have explored input spacing paint an unclear picture as to whether exposure to a second language, whether in instructed or naturalistic settings, should be massed or distributed. We have some evidence that massed (i.e., intensive) input appears superior to distributed input when measured solely on immediate posttests (Collins & White, ; Serrano, ; Serrano & Muñoz, ) Conversely, there is also recent evidence that distributed input is superior to massed input when learning is measured following a delay (Bird, ). More interestingly, as noted above, the one study (Bird, ) that examined massed versus distributed input in light of the optimum ISI‐RI range (e.g., Cepeda et al., ) found strong advantages for distributed conditions, in particular that distributed conditions resulted in more durable learning, a result which is congruent with the larger body of research in this area in cognitive psychology.…”
Section: Literature Reviewmentioning
confidence: 97%
“…For instance, Serrano and Muñoz (2007) and Serrano (2011) assessed the learning of adult Spaniards in a 110-h English course spanning 1 or 7 months and found that the shorter course produced better learning on a variety of measures (with some exceptions), but all of the learning measures were collected during the course. It therefore remains unknown whether the students in the longer course would have produced higher scores on a test given at least a month or so later, which is exactly what was found in the Bird (2010) study of foreign language learning (Fig.…”
Section: The Foreign Language Studiesmentioning
confidence: 99%