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Does Spaced Practice Have the Same Effects on Different Second Language Vocabulary Learning Activities? Fill-in-the-Blanks versus Flashcards

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Title: Does Spaced Practice Have the Same Effects on Different Second Language Vocabulary Learning Activities? Fill-in-the-Blanks versus Flashcards
Language: English
Authors: Kim, Su Kyung (ORCID 0000-0001-6056-7760), Webb, Stuart (ORCID 0000-0002-8297-4997)
Source: Modern Language Journal. 2023 107(4):944-964.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 21
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Descriptors: Drills (Practice), Second Language Instruction, English (Second Language), Vocabulary Development, Program Effectiveness, Instructional Materials, Foreign Countries
Geographic Terms: South Korea
DOI: 10.1111/modl.12879
ISSN: 0026-7902
1540-4781
Abstract: This study examined the effects of spaced practice on second language (L2) vocabulary learning under different learning conditions. One hundred fifty Korean learners of L2 English were divided into five groups: one control (no treatment) and four experimental groups based on learning condition (fill-in-the-blanks vs. flashcards) and spacing type (massed [no spacing interval] vs. spaced [1-day interval]). The participants studied 48 low-frequency English words. Results showed that the effects of spaced practice were greater for fill-in-the-blanks than flashcards on an immediate posttest and that spaced practice was more effective than massed practice for both activities on a 2-week delayed posttest with no overall significant difference between the learning gains from the two activities. Feedback timing (immediate, delayed) did not affect vocabulary learning in either activity.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1404417
Database: ERIC
FullText Text:
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  Data: Does Spaced Practice Have the Same Effects on Different Second Language Vocabulary Learning Activities? Fill-in-the-Blanks versus Flashcards
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  Data: <searchLink fieldCode="AR" term="%22Kim%2C+Su+Kyung%22">Kim, Su Kyung</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6056-7760">0000-0001-6056-7760</externalLink>)<br /><searchLink fieldCode="AR" term="%22Webb%2C+Stuart%22">Webb, Stuart</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8297-4997">0000-0002-8297-4997</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Modern+Language+Journal%22"><i>Modern Language Journal</i></searchLink>. 2023 107(4):944-964.
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: 21
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  Data: <searchLink fieldCode="DE" term="%22Drills+%28Practice%29%22">Drills (Practice)</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Vocabulary+Development%22">Vocabulary Development</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Materials%22">Instructional Materials</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
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  Data: 10.1111/modl.12879
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  Data: 0026-7902<br />1540-4781
– Name: Abstract
  Label: Abstract
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  Data: This study examined the effects of spaced practice on second language (L2) vocabulary learning under different learning conditions. One hundred fifty Korean learners of L2 English were divided into five groups: one control (no treatment) and four experimental groups based on learning condition (fill-in-the-blanks vs. flashcards) and spacing type (massed [no spacing interval] vs. spaced [1-day interval]). The participants studied 48 low-frequency English words. Results showed that the effects of spaced practice were greater for fill-in-the-blanks than flashcards on an immediate posttest and that spaced practice was more effective than massed practice for both activities on a 2-week delayed posttest with no overall significant difference between the learning gains from the two activities. Feedback timing (immediate, delayed) did not affect vocabulary learning in either activity.
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      – SubjectFull: Second Language Instruction
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