Learners’ Perceptions of the Effectiveness of Spaced Learning Schedule in L2 Vocabulary Learning

Abstract

The spacing effect is a ubiquitous phenomenon, whereby memory is enhanced for the information that is learned across different points in time rather than being learned at once. A considerable amount of research has focused on the nature of the spacing effect, and there is general acceptance that spacing learning events out in time promotes learning. However, fewer studies have been conducted in educational settings. The aim of this study is to explore learners' perceptions of different spacing schedules (massed vs. spaced). To achieve the purpose of the study, we taught 30 children 24 English-Farsi word pairs utilizing different spacing schedules. Later, we administered a questionnaire to explore leaarners' perceptions of both massed and spaced schedules. The results revealed that the children percieved spaced practice to be more effective than massed practice.

Understanding the distributed practice effect and its relevance for the teaching and learning of L2 vocabulary

“…Five studies have included a massed learning condition compared to one or more spaced learning conditions (Bloom & Shuell [1981]; Küpper-Tetzel et al [2014]; Lotfolahi & Salehi [2016]; Nakata [2015]; ). In both studies by Nakata, the spaced condition involved a narrow spacing interval, as trials with other items were used to space out encounters with a given word pair.…”

“…;Küpper-Tetzel et al [2014]) or one week(Küpper-Tetzel et al [2014];Lotfolahi & Salehi [2016]). Most of these studies included two RIs (both an immediate and a delayed posttest).…”

Investigating Distribution of Practice Effects for the Learning of Foreign Language Verb Morphology in the Young Learner Classroom

“…A small number of studies have found advantages for distributed practice over massed practice for language learning among children (e.g., Fishman, Keller, & Atkinson, ; Lotfolahi & Salehi, ). Additionally, some research (e.g., Collins et al., ; Collins & White, ) has investigated intensive (5‐month) versus more distributed (10‐month) language programmes, but as this research was at the programme level and outcomes measures were wide ranging, the findings are less relevant to the rationale for the current study.…”

The Effects of Spaced Practice on Second Language Learning: A Meta‐Analysis

“…1 Retention Interval RI was coded as the number of days between the last learning session and the final posttest. In the current meta-analysis, six studies administered multiple delayed posttests (Bird, 2010;Li & DeKeyser, 2019;Lotfolahi & Salehi, 2016;Schuetze, 2014;Suzuki, 2017;Suzuki & DeKeyser, 2017a). Suzuki (2017) pointed out that the first delayed posttest could influence the retention of knowledge measured by the second delayed posttest.…”