Spacing Effects in Vocabulary Learning: Young EFL Learners in Focus

Autor/inn/en	Lotfolahi, Amir Reza; Salehi, Hadi
Titel	Spacing Effects in Vocabulary Learning: Young EFL Learners in Focus
Quelle	In: Cogent Education, 4 (2017) 1, Artikel 1287391 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2331-186X
DOI	10.1080/2331186X.2017.1287391
Schlagwörter	Vocabulary Development; English (Second Language); Second Language Learning; Second Language Instruction; Indo European Languages; Teaching Methods; Error Correction; Feedback (Response); Cooperative Learning; Recall (Psychology); Elementary School Students; Foreign Countries; Language Tests; Instructional Effectiveness; Iran + Suchen Sie Ihr Suchwort? Wortschatzarbeit; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Indoeuropäisch; Teaching method; Lehrmethode; Unterrichtsmethode; Korrektur; Kooperatives Lernen; Abberufung; Ausland; Language test; Sprachtest; Unterrichtserfolg
Abstract	This study used a novel method to explore different schedules of spacing in young EFL learners. In doing so, we taught young EFL learners English-Farsi word pairs using different spacing schedules (massed vs. spaced). In the massed condition, learners studied five-word pairs in session one and five-other word pairs one week later. In the spaced condition, the learners studied 10-word pairs in session one and restudied them one week later. To amplify the benefits of spacing, we incorporated tests (with corrective feedback) into different schedules of spacing. In other words, EFL learners were instructed to test each other on their knowledge of the vocabulary and to give each other feedback. One week and five weeks later learners' recall was assessed. The results showed that spaced practice produced better long-term retention than massed practice. To summarize, this study used spacing and retrieval practice techniques (with corrective feedback) to offer a pedagogically powerful approach for learning vocabulary. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01