The effectiveness of computer-based spaced repetition in foreign language vocabulary instruction: a double-blind study

Abstract

The purpose of the present paper is twofold; first, we present an empirical study evaluating the effectiveness of a novel CALL tool for foreign language vocabulary instruction based on spaced repetition of target vocabulary items. The study demonstrates that by spending an average of three minutes each day on automatically generated vocabulary activities, EFL students increased their long-term vocabulary retention rate three fold. Second, we demonstrate that the double-blind experiment design, which has become standard research practice in such extremely high-stakes fields as pharmacology and healthcare, has the potential of being successfully implemented in CALL research.

An Account of Iranian Intermediate EFL Learners’ Vocabulary Retention and Recall Through Spaced and Massed Distribution Instructions

“…In particular, the findings of the present investigation confirm the previous body of research conducted on vocabulary acquisition and second language vocabulary acquisition (e.g., Bahrick et al, 1993; Çekiç & Bakla, 2019; Chukharev-Hudilainen & Klepikova, 2016; Goossens et al, 2012; Kornell, 2009; Lotfolahi & Salehi, 2016 ; Nakata, 2015; Smolen et al, 2016; Sobel et al, 2011). Conversely, as posttest scores in our study showed no significant differences with delayed posttest scores, the findings are incompatible with previous experiments (Collin & White, 2011; Lee & Choe, 2014; Miles, 2014; Snoder, 2017).…”

Öğrencilerin Hiper Ortamlarında İkili Kodlamaya Yönelik Algıları: Dinleme Metinleri, Anahtar Kelimeler, Görseller ve Altyazılar

“…Pedagogically outstanding differences between (adaptive) hypermedia environments (HEs) and traditional materials (i.e. tape cassettes, video cassettes, TV programmes, radio programmes and movies used for listening comprehension), and the positive aspects of the former are already very well-documented (Turel, 2021a(Turel, , 2021bCárdenas-Claros, 2021;Turel, 2018;Chukharev-Hudilainen and Klepikova, 2016;Chou, 2012;Mosalanejad et al, 2012;Turel 2016Turel , 2015aTurel , 2014aTurel , 2011Baturay et al, 2010;Yu et al, 2010). In this study, firstly the positive features of HEs are shortly focussed on and aligned with foreign language learning (FLL) hypotheses and theories.…”

“…Providing the same audio-only listening texts in different / multiple forms (i.e. audio-only listening texts + keywords, audio-only listening texts + supplementary contextual visuals + keywords, and audio-only listening texts + full captions) at different listening stages in HEs delivers language learners with the opportunity to re-listen to/re-view the same audio-only listening texts in different forms, and as a result, repetitions (in different forms) result in better recollection (Chukharev-Hudilainen and Klepikova, 2016;Xue et al, 2010;Tyler et al, 1979). The assumptions underlying these are that repetitions require learners to put more effort.…”

Tecnologias de Interface de Voz Aplicadas no Desenvolvimento de Software para Ensino de Língua Inglesa

“…O presente trabalho apresenta a Pronum-Master, uma ferramenta que visa a retenc ¸ão da pronúncia correta de termos técnicos em inglês da área da Computac ¸ão. A Pronum-Master utiliza tecnologia de reconhecimento de fala para identificar a articulac ¸ão correta de termos, e se baseia em uma versão modificada de um algoritmo de Spaced Repetition -uma técnica que contribui para a fixac ¸ão de novos itens na memória [Kang 2016, Neri et al 2003, Chukharev-Hudilainen and Klepikova 2016.…”